DIRECTIONS AND 

bv HELPS 
4434 

^_ a _ IOURSE OF STUDY 
IOMD OR DEACONESSES 



TV 




CCEPJGHT DEPOSHi 



DIRECTIONS AND 
HELPS 



COURSE OF STUDY 
FOR DEACONESSES 



PREPARED BY THE STUDY COMMITTEE 
OF THE GENERAL DEACONESS BOARD 

WALLACE MacMULLEN, Chairman 
L. F. W. LESEMANN, Secretary 
MISS A. M. KING 




THE METHODIST BOOK CONCERN 

NEW YORK CINCINNATI 



Copyright, 1922, by 
The Methodist Book Concern 



©CI.A888153 

Printed in the United States of America 

SEP 12 1922 



CONTENTS 

PAGE 

General Suggestions for Students 7 

The Art of Writing English, Brown and 

Barnes 19 

The Life of John Wesley, Winchester 21 

History of Methodism, Stevens 26 

The Bible: Its Origin and Nature, Dods.. 29 

The Deaconess Movement 33 

New Testament History, Rail 35 

Paul and His Epistles, Hayes 37 

A Short History of the Christian Church, 

Moncrief 42 

Social Aspects of Foreign Missions, 

Faunce 46 

The New Home Missions, Douglass 49 

Childhood and Character, Hartshorne 52 

How to Teach Religion, Betts 54 

Society : Its Origin and Development, Rowe 58 
Jesus Christ and the Social Question, Pea- 
body 69 

Everyday Evangelism, Leete 72 

Selections From the Writings of John 

Wesley, Welch 76 

Studies in the Old Testament, Morgan and 

Taylor 84 

Beacon Lights of Prophecy, Knudson 87 

Doctrines and Discipline of the Methodist 

Episcopal Church for 1920 93 

The Faiths of Mankind, Soper 152 

Religious Education and Democracy, Win- 
chester 160 



3 



CONTENTS 



PAGE 

The Graded Sunday School in Principle 



and Practice, Meyer 163 

A Working Program for the Local Church, 

Cook 166 

Christianizing the Social Order, Rauschen- 

busch 168 

Christianizing Community Life, Ward and 

Edwards « . ... 171 

Friendly Visiting Among the Poor, Rich- 
mond 175 

Theology of a Modern Methodist, Huse... 179 
The Main Points, Brown 185 



INTRODUCTION 

In putting forth these Helps to the effec- 
tive use of the Deaconess Course of Study, 
we thank the Commission on Courses of 
Study for their suggestions which have 
been used and for the privilege of adapt- 
ing the materials in "Directions and Helps" 
for our needs, especially those materials 
dealing with the Discipline and one or two 
other books. The rest of the work in these 
little volumes was done by educators and 
deaconesses specially fitted for the task. 
We earnestly hope these guides may prove 
useful to women students both in and out 
of the Deaconess ranks. 

The Study Committee. 



5 



GENERAL SUGGESTIONS FOR 
STUDENTS 



Foreword to Students and Examiners 

The Directions and Helps, of which this 
pamphlet is a part, are an essential portion 
of the Deaconess Course; their reading is 
required and the tasks assigned in them are 
obligatory. 

The Purpose of the Course 

The purpose of the Course of Study is 
not a series of examinations which the 
church sets before its young women as a 
test of their fitness for Deaconess work, but 
its real purpose is that of a training course. 

The Character of the Course 

The character of the Course of Study is 
determined by the conditions under which 
it is taken, and in particular by three facts : 
the students are women who have not had 
a full training in the schools, they must 
work without the help of teachers or the 
inspiration of the class room. These con- 
ditions have been kept in mind in shaping 
the Course, alike in the choice of books and 
in the preparation of the Directions and 
Helps. 

As regards the choice of books, the effort 
has been made to secure as far as possible 

7 



DIRECTIONS AND HELPS 



those that are clear, simple, and untechni- 
cal. 

The Directions and Helps have been pre- 
pared to supply in some measure the help 
which the teacher affords in a class room. 
By question and suggestion they seek to 
make plain the meaning of each Course 
and how it should be studied. 

Required Written Work 

The most important feature in the 
Course of Study is the requirement of 
written work as assigned in the Directions 
and Helps. It may seem to the student 
at first that this is quite a heavy demand 
made upon her. A little consideration will 
show that this arrangement not merely 
makes the Course more profitable to the 
student but is of advantage in other ways. 
In the first place, this written work is not 
so much an added task as it is a method of 
study. There can be no real learning with- 
out self-expression. The student who does 
not have the opportunity for class-room 
recitation and discussion finds the occasion 
for such expression in this written work. 
In the second place, the student receives 
credit for this just as she does for her ex- 
amination. An examination is not always 
a fair test of work. In this written work 
done at home the student has a fair chance 
to do her best. Note that this work is 
absolutely required. The written work on 
the collateral books is also obligatory, 
though no examination is required. 

8 



GENERAL SUGGESTIONS 



How to Prepare the Written Work 

Certain general suggestions apply to all 
this written work. 

1. Prepare it as you go along, and do 
not try to bring it all up at one time after 
you have finished the study of the book. 

2. Be careful about the use of English, 
as examiners will take this into account. 
There should be correct spelling, punctua- 
tion, and sentence formation. See that the 
thought is expressed clearly. 

3. Take special pains in the arrange- 
ment of material. Let it be logical and or- 
derly. Have the thought well arranged 
and outlined before you set it down. 

4. When you reproduce the argument of 
a chapter or use the materials given in a 
book, use your own language. Do not 
simply copy sentences or phrases that you 
have picked out. Think it through, make 
it your own, then set it forth in your own 
words. 

5. The required written work must be 
put into shape so that it can be handed or 
mailed to the examiner. For this purpose 
use a good paper, but not one that is too 
heavy if it is to be sent by mail. A loose- 
leaf note book is excellent. The leaves can 
be removed when sent to the examiner 
and permanently preserved in the binder 
upon their return. Such a note book can be 
secured from the Book Concern. Carefully 
examine the work returned and note cor- 
rections and suggestions made by the ex- 
aminer. 



9 



DIRECTIONS AND HELPS 



Suggested Questions and Exercises 

In many of the Directions lists of ques- 
tions are given under each chapter. These 
are intended to aid the student in her prepa- 
ration and to enable her to test her knowl- 
edge. It is an excellent plan to keep a 
note book and write out the answers to 
these questions for your own use. Such 
writing will clarify your thought and will 
fix your knowledge. To study with pencil 
in hand and to write constantly is a habit 
of great value. In some cases written work 
is suggested beyond that which is required 
to be handed in. Write this in your note 
book. Record in the same your own 
thoughts, ideas that seem of special value, 
material gathered from other sources on 
the subject studied, etc. 

Good intentions, however, are not enough 
here. We need a knowledge of right 
methods of life and work and to acquire 
right habits. Fortunately this matter has 
been treated in a number of excellent vol- 
umes. Some of these the student should 
by all means secure. Among the best are 
the following : 

Gulick, Mind and Work. 

Gulick, The Efficient Life. 

Oppenheim, Mental Growth and Con- 
trol. 

Bennett, Mental Efficiency. 
Bennett, How to Live on Twenty-four 
Honrs a Day. 

King, Rational Living. 
Seashore, Psychology in Everyday Life. 
10 



GENERAL SUGGESTIONS 



Fisher and Fisk, How to Live. 

Adams, Making the Most of One's Mind. 
These works are both scientific and prac- 
tical. They will not only aid the deaconess 
in reaching her own maximum of efficiency, 
but they are rich in material which she 
can use, especially in relation to young peo- 
ple. The books of Gulick are more popular 
and practical. That of Oppenheim is some- 
what more thorough scientifically. These 
three are not expensive. 

Methods of Study 

There comes finally the important prob- 
lem of methods of study. The deaconess 
who acquires from this Course right 
methods of study will gain what many 
women do not get from the schools and 
what will profit her all her life. Such an 
acquirement comes, however, only with 
hard and persistent effort. The task is the 
harder because we do not have the help of 
instructors or the incentive of fellow stu- 
dents. The woman who wills can do it, 
but she must first rid herself absolutely of 
the feeling that her task is simply getting 
through with a course and passing examina- 
tions. She must clearly see that her busi- 
ness is to train herself, and must set her- 
self resolutely to that task. A score of 
failures must not discourage her. Others 
have done this, she can do it. Probably no 
Methodist in America has done more for 
education in the largest sense than Bishop 
John H. Vincent. He lacked the full train- 
ing of the schools (a lack which he re- 
ii 



DIRECTIONS AXD HELPS 



gretted all his life), but he trained himself 
with resolute will and definite plan. 

i. Understand. This does not mean 
merely that you are to understand sentence 
by sentence as you read. That goes with- 
out saying; but such piecemeal study is 
far from enough. First, look at the book 
as a whole. What is it all about ? What is 
this author trying to do? Read his pre- 
face or introduction, look over his table of 
contents. As you go through the book keep 
the whole' in mind. When you have fin- 
ished you should not only be able to answer 
single questions here and there, but to give 
an intelligent account of the book as a 
whole, the subject, how it was treated, and 
the main conclusions. Test your ability to 
do this with each book. Second, study each 
chapter or other division the same way. 
You may think you understand a sentence 
or a paragraph as you read it ; you do not 
really understand it until you know it as 
a part of a larger whole. Glance through 
the chapter when you begin its study, what 
is it about? As you go on, build up its 
outline until you see it as a whole. Test 
yourself by your ability to outline it or 
give a summary of it from memory. Your 
first business is not to memorize words or 
ideas; it is to understand. Ask thus of 
each section, each chapter, of the book as 
a whole: What has this author said here, 
what does he mean? The following is a 
good plan to test your understanding and 
to fix the contents. Write out a series of 
questions on the chapter you are studying. 

12 



GENERAL SUGGESTIONS 



vFrame each question carefully so as to 
bring out the meaning of the paragraph 
considered. Then go back and try to an- 
swer your own questions. 

2. Think. Of course you have been 
thinking in what you have just done. But 
after all that was mainly receptive, if not 
passive. You were trying to understand 
what this writer had to say. Now the 
question is not, what is his message, but 
what is the truth ? What the author thinks 
may be good, but you must supplement it 
with your own thought. What you get 
depends upon what you bring. Study is 
not a game of "Open your mouth and shut 
your eyes," nor is that the thing that will 
"make you wise." A man may read num- 
berless books, and remember them too, and 
yet have grown very little in real mental 
power and ability to lead. He has simply 
"loads of learned lumber in his head." 
There must be reflection, criticism, assimi- 
lation. Is what this man says true?* If 
it be true, what does it mean for my think- 
ing? How does it relate itself to my other 
opinions and knowledge? What other 
ideas does it suggest, or what other ques- 
tions does it raise? A pretty good test of 
real study is the amount of time that a 
student spends with her book shut, that is, 
if she be thinking and not dreaming. 

3. Apply. In understanding we try to 
get what a man has to say. In thinking we 
weigh it and ask what it means for our 
own thought. Now we must apply, that is, 
we must ask what it means for life. With 



13 



DIRECTIONS AND HELPS 



us as Christian workers this question looks 
two ways. First, it applies to our own life. 
It is a sad day for the deaconess when she 
ceases to ask of every message : What does 
this mean for me? Second, it applies to 
our work. This particular course is chosen 
in order to prepare the deaconess for her 
work. The Directions and Helps call atten- 
tion to the practical significance of these 
studies. But the student must also do this 
for herself. She must constantly be asking, 
What does this mean for my faith, for my 
work as a church leader? Such questions 
will vitalize the work, and will keep your 
mind active and attentive. 

4. Express. We have not really gained 
any truth, not really made it our own, until 
we have in some way expressed it. How 
much better we grasp a subject and remem- 
ber it after we have taught it to a class. 
We have had to make the thoughts our 
own, to order them after our own plan, 
and. then to set them forth in our own lan- 
guage. So the best way to learn a subject 
is to teach it. And the truth that is remem- 
bered best of all is that which is expressed 
in conduct. 

Some of the material in our Course we 
can put into practice at once in this way, 
but most of it not. There are, however, 
some other things that we can do that in- 
volve a certain measure of expression. 

(1) Mark your books as you read. You 
may wish to indicate such passages as seem 
important so that you can find them quickly 
when you page through the book. Such 

14 



GENERAL SUGGESTIONS 



passages may be indicated by underscoring 
the line of the text. More important is 
some method by which you can note the 
central point of a paragraph and thus in- 
dicate the outline and course of the argu- 
ment. Mark such passages by a line drawn 
on the margin of the page opposite the 
passage. If you wish, mark important pas- 
sages with one line, the more important 
with two, the most important with three. 
Do this marking with care. Marks care- 
lessly made or too many marks confuse in- 
stead of helping. The purpose here is to 
pick out that phrase or sentence in which 
the author puts the heart of the paragraph. 
In this choice we express our own thought 
and judgment. Carefully made it affords 
a test of our grasp of the author, and later 
on an excellent means for review. Read 
the whole paragraph carefully before you 
mark. Indeed it is better to read the whole 
chapter and get the outline of the argu- 
ment in mind before trying to mark the 
significant point in each paragraph. 

(2) Make marginal notes. Jot down a 
criticism, add a reflection or comment, note 
the reference to some other book. It is a 
most excellent plan to write marginal head- 
ings for each paragraph summing up the 
argument of the paragraph in your own 
words. This is even better than the system 
of marking noted above. It compels you 
to express the author's thought briefly and 
gives you occasion to put it in your own 
words. 

(3) Use the fly leaves. These blank 

15 



DIRECTIONS AND HELPS 



pages at the end of the book may serve bet- 
ter purposes than ornament. Note when 
and where you read the book. Jot down 
references to pages to which you will wish 
to refer later. Write out comments that 
are too long for the margin of a page. In 
fact, you may note here any material that 
is connected with your study of the volume. 

(4) Write, write, write. Constant and 
careful writing quickens the mind, clarifies 
the thought, and compels real work. The 
best test of whether we know what we have 
studied is to try to write the author's 
thought in our own language. And writing 
is also the best way to conserve the fruits 
of study. 

(5) Review. In your mind go back over 
the chapter after you have read it. Can 
you give the argument or outline briefly 
and clearly? Before taking up a new chap- 
ter look back over the road that you have 
traveled. Remember that each chapter is 
not an independent section but part of an, 
organic whole. Keep that whole before you 
and you will better understand the ind'- 
vidual part. In the same way go back ove * 
the book. Return to the book that you reav 1 
a few weeks ago, a year, or five years age 
You cannot spend time more profitably 
than in rereading or reviewing a good book. 
If you have used a plan of marks and mar- 
ginal notes and have studied it rightly, you 
can review quickly as well as profitably. 

(6) Remember. The average student 
puts this first. For her study usually 
means reading a book and trying to remem- 

16 



GENERAL SUGGESTIONS 



ber it. This verbal memory is the hardest 
way to acquire, it is of least value, and 
what is thus learned is most easily lost. 
Memory is important but it should follow 
and not go first. First must come under- 
standing. Think through what you have 
to study first. Then understand it in its 
relations, the paragraphs in relation to the 
whole chapter, the chapter as part of the 
whole book. Review constantly as you go 
along. Then test your knowledge. With 
a little more reviewing, the book will be- 
long to your memory. This is not an easy 
road, but it is not so hard as the foolish 
process of "cramming," and what you get 
this way becomes a part of you. What you 
"cram" usually disappears very soon after 
the examination. 

The Personal Spiritual Life 

The most important suggestion is kept 
for the last. The student must guard her 
personal spiritual life. "Yes, books are 
valuable," writes Arnold Bennett. "But 
no reading of books will take the place of 
a daily, candid, honest examination of what 
one has recently done, and what one is 
about to do — of a steady looking of one's 
self in the face (disconcerting though the 
sight may be)." The central theme of the 
Christian worker, alike in study and service, 
is God. But there may be much reading 
about God and even much speaking about 
God without much personal fellowship with 
God. Indeed, there is a peculiar danger 
that constant dealing with divine things 

17 



DIRECTIONS AND HELPS 



shall take from us the sense of humble 
reverence and awe. Our supreme task is 
to bring life to folks, not simply to talk 
about that life. Only life can give life. 
Only as we live a life of constant and close 
fellowship with God, a life of humble trust 
and obedience, a life of daily communion 
and prayer, can we bring this life to others. 

We ought then to seek spiritual efficiency 
just as we seek efficiency in our work. 
Only a few suggestions can be given here, 
(i) Take time. Do not let other duties 
crowd out the leisure which the soul needs 
for reading, thought, and prayer. (2) 
Take that time regularly, if possible the 
very first thing in the morning. Dr. Jowett 
quotes this from Andrew Bonar's journal: 
"By the grace of God and the strength of 
his Holy Spirit I desire to lay down the 
rule not to speak to man until I have spoken 
to God ; not to do anything with my hand 
until I have been on my knees ; not to read 
letters or papers until I have read some- 
thing of the Holy Scriptures. " (3) Do not 
neglect general devotional literature. The 
Bible will always come first, but gather 
gradually other books also that will min- 
ister to your life. (4) Commit to memory 
passages of Scripture, hymns, and other 
writings that will help you. (5) Practice 
that communion with God which goes 
through the day and is not limited to the 
set time of prayer. 



18 



THE ART OF WRITING ENGLISH 



ROLLO WALTER BROWN AND 
NATHANIEL WARING BARNES 

The Authors and the Purpose of the 
Book 

The joint authors of this text, which was 
prepared for college classes, are college pro- 
fessors, both instructing in this held of 
training. Read the preface and note their 
insistence here, as throughout the book, on 
the instrumental character of such train- 
ing as well as upon its aesthetic values. 

General Instructions 

Read each chapter after looking care- 
fully over that chapter in the table of con- 
tents so as to get a bird's-eye view or the 
discussion. Read again after completing 
the study of the chapter. 

General Questions 

1. What is the relation of training to 
successful composition ? 

2. Be prepared to discuss the writer's 
.material, its importance, character, the get- 
ting of materia! for instrumental and for 
aesthetic composition, and caring for ma- 
terial. 

3. What is the character of a good work- 
ing vocabulary? By what means may one's 
vocabulary be improved? What words 

19 



DIRECTIONS AND HELPS 



should be excluded? How should words 
be selected? 

4. Name and describe each of the prin- 
ciples of composition. Show T their inter- 
dependence. 

5. Describe in detail the processes of 
composing. 

6. What factors contribute to effective- 
ness in composition ? 

7. What is the field of composition? 
Name and describe expository methods. 
What makes for effectiveness in exposi- 
tion? 

8. What is the field of argumentation? 
Describe the argumentative process. What 
makes for effectiveness in argumentation? 

9. What is the field of description ? De- 
scribe the descriptive process. What are 
some of the means used? What makes for 
effectiveness in description? 

10. What is the field of narration? De- 
scribe the elements of narration. What 
makes for effectiveness in narration? 



20 



THE LIFE OF JOHN WESLEY 
CALEB T. WINCHESTER 

The Author and the Purpose of the 
Book 

Caleb T. Winchester, Professor of Eng- 
lish Literature in Wesleyan University, is 
the well-known author of valuable books 
in literature and religious education. He 
has presented to us here the personality and 
lifework of Wesley rather than a history of 
Methodism. His personal comments and 
evaluations are worthy of careful note. 

I. Wesley's Early Life. (Chapter I. 
Parentage and Youth.) 
Characterize the early influences upon 
John Wesley. 

1. The environment of childhood. 

(a) The town of Epworth. 

(b) The home life of Samuel and 
Susanna Wesley. 

(c) The scholastic interests of Sam- 
uel Wesley. 

(d) The religious life of the 
Epworth rectory. 

2. Susanna Wesley's educational pro- 
gram for her children and her rigid disci- 
pline. 

. 3. John Wesley's remarkable rescue from 
fire. 

4. The "Epworth noises." 

5. Boyhood school days. 

21 



DIRECTIONS AND HELPS 



II. Wesley's Preparation for His Lifework. 

(Chapter II. Oxford and Georgia. 
Chapter III. Year of Transition.) 
Enumerate the outstanding items in each 
period. 

1. During his college days. 

2. During his missionary effort in Geor- 
gia. 

3. During the period of his personal con- 
tact with the Moravians. 

4. During the closing months of 1738 
and the opening months of 1739, especially 
through his contact with Whitefield. 

III. The Condition of England in 1740. 
(Chapter IV. Early Work, pp. 71- 
82.) 

Characterize each of the following in 
a brief statement : 

1. Poor social condition. 

2. Low morals. 

3. Irreligiotfsness. 

(a) Puritan struggles. 
' (b) Deistic controversies. 

IV. The Steps that Led to Wesley's Head- 
ing a Definite Religious Movement. 
(Chapter IV. The Early Work, pp. 
82-108.) 

Notice the following: 

1. Preaching in the open and building 
Methodist chapels. 

2. Opposition of Church of England. 

3. Separation of Methodists from Mo- 
ravians. 

4. Organization, beginning in London, 
of the United Societies. 

22 



LIFE OF JOHN WESLEY 



5. The providing for the administration 
of the sacraments and the centralizing of 
authority. 

6. Lay preaching. 

7. Theological differences between 
Whitefield and Wesley and the subsequent 
schism in the Methodist Societies. 

V. The Extension of the Work. (Chapter 

V.) 

Characterize each of the following: 

1. Wesley's itinerating tours. 

2. His preaching. 

3. First Methodist Conference, 1744, and 
its historic significance. 

4. Attack upon Methodists. 

(a) Disturbances by the mobs — 

character, cause, decrease. 
( b ) Controversies. 

5. Wesley's polemical work — public de- 
bates, pamphlets. 

VI. Wesley's Private Life. (Chapter VI.) 
Note— 

1. His intimate, private relationship. 

(a) With members in his parental 
home. 

(&) With his few personal friends. 

2. His social tendencies and restrictions. 

3. His unfortunate married life. 

4. His heavy cares leading to a break in 
health. 

5. His regaining of health and his con- 
stant interest in the physical well-being of 
people. 

VII. The Years of Success. (Chapter 
VII.) 

23 



DIRECTIONS AND HELPS 



Note— 

1. A diminution of opposition. 

2. Tendencies toward fanaticism among 
some. 

3. Calvinistic controversies — Lady Hunt- 
ingdon's leadership. 

4. Early genius of Methodism as fixed 
by Wesley's attitude. 

(a) Tolerance in theological beliefs. 

(b) Vital type of personal religion. 

(c) Interest in education, literature, 
. music. 

5. Relation to political issues. 

(a) In England. 

(b) In America. 

(Note especially the author's interpreta- 
tion of Wesley's attitude toward the col- 
onists.) 

VIII. The Closing Years. (Chapter 

VIII. ) 
Note— 

1. Wesley the object of deep apprecia- 
tion. 

2. His ripened nature. 

3. His loneliness after the death of 
friends and brother. 

4. His last itinerating. 

5. His death and burial. 

IX. The Man, John Wesley. (Chapter 

IX. ) 
Evaluate him — 

1. As a gentleman. 

2. As one of strong personality. 

3. As somewhat devoid of humor. 

4. As a scholar. 

24 



LIFE OF JOHN WESLEY 



5. As a writer. 

6. As a thinker of his age. 

7. As a master of men. 

8. As unselfishly benevolent toward men. 

9. As a religious man. 

10. As a religious reformer. 

General Questions 

1. What influences helped to mold the 
life of John Wesley? 

2. What experiences contributed to 
Wesley's preparation for his lifework? 

3. What were the social and moral condi- 
tions in England in Wesley's time? 

4. Note the various steps by which 
Wesley became the leader of a new reli- 
gious movement. 

5. By what means was the work ex- 
tended ? 

6. Name some elements in Wesley's pri- 
vate life. 

7. Mention some indications of the suc- 
cess of his work. 

8. Describe. Wesley's closing years. 

9. Discuss the character of John Wesley. 



25 



For study. 



HISTORY OF METHODISM 

ABEL STEVENS 

(An abridged edition of American Meth- 
odism from the author's History of the 
Methodist Church.) 

The Book 

Among the standard books on the Meth- 
odist Church, Stevens' History of the Meth- 
odist Church has long held a high place. 
He writes in a pleasing style and the work 
is filled with interesting and vital material. 
The present compendium starts with the 
beginnings of the Methodist Church in 
England, but the body of the book treats 
of the development of the church in 
America up to 1866. For those who desire 
to study the History of Methodism from 
1866 on, the author has written a "Sup- 
plementary History of American Meth- 
odism." 

Suggestions for Study 

Keep a note book. Outline the principal 
events and dates in the several chapters. 
After reading a chapter, summarize it 
briefly, using your own words. Put the 
summary in your notebook. Do the re- 
quired written work as you proceed with 
the study, not leaving it until the end. 
26 



HISTORY OF METHODISM 



Written Work 

Write on five of the following assign- 
ments, including i, 5, 7, and 9, a paper (one 
paper, not a paper on each) of from 500 to 
1,000 words. 

1. The origin of Methodism. 

2. The New World and the Methodist 
Church. 

3. The work of the early preachers and 
missionaries (who they were, what they 
did, where they came from, and where they 
labored). 

4. The first Conference: its personnel 
and work. 

5. The conditions of the church during 
the Revolutionary War period. 

6. The organization of the Methodist 
Episcopal Church and its work up to 
1792. 

7. The spread of Methodism in the 
several parts of the United States. (Chap- 
ters XV-XXXI.) 

8. Summarize the principal events in 
Chapter XXXII. 

9. The progress and trials of the church 
from 1820-1866, especially noting the divi- 
sions in the church, the war of the rebellion, 
etc. 

10. Summarize briefly the important data 
in Chapters XXXIV-XXXVI. 

11. Study the appendix and write out 
your answer to the question, "Was the 
episcopal organization of American Meth- 
odism in accordance with Wesley's design ?" 

27 



DIRECTIONS AND HELPS 



For Supplementary Reading 

A Supplementary History of American 
Methodism. — Stevens. 

History of Methodism. — Stevens. (3 
volumes.) 

History of the Methodist Episcopal 
Church in the United States of America. — 
Stevens. 

Asbury's Journal. — Asbury. 

The Methodists. — Faulkner. 

The Worker and His Church. — Beiler. 

John Wesley. — McDonald. 



28 



THE BIBLE: ITS ORIGIN AND 
NATURE 



MARCUS DODS 

The Author 

Marcus Dods was a native of England 
and a minister of the Free Church of Scot- 
land. In 1889 he was appointed as professor 
of New Testament exegesis in New Col- 
lege, Edinburgh. He was the author of a 
number of books on the Bible. 

General Instructions 

Bear in mind throughout the study the 
fact of the Bible's revealing its own origin 
and nature. 

Chapter I. The Bible and Other Sacred 
Books 

1. The character of the other sacred 
books. 

State the leading value and failure of 
each of the religions as mentioned by the 
author. 

2. Nature of the Bible. 

(a) State the essential characteris- 
tics of the Bible. 

(b) What is the unifying element 
that has brought together the 
sixty-six separate books of the 
Bible? 



29 



DIRECTIONS AND HELPS 



Chapter II. The Canon of Scripture 

1. Differentiate between the Romanist 
. and Protestant points of view toward the 

canon of Scripture. 

(a) As to books included. 

(b) As to the basis for their author- 
ity. 

(c) As to their attitude toward in- 
spiration. 

2. State briefly the principles of the 
author in application of the Protestant atti- 
tude toward canonical authority. 

Chapter III. Revelation 

Note carefully the author's fivefold divi- 
sion of the chapter and his summary, pp. 
96-97. What is the gist of his answer to 
each question? Note carefully (pp. 77f.) 
the author's "two aspects of this revelation 
manifest its perfectness." Note the au- 
thor's arguments under (1) the progres- 
siveness of revelation, pp. 84L, and (2) its 
being recorded in writing, pp. 92f. 

Chapter IV. Inspiration 

1. What is the problem relative to in- 
spiration ? 

2. What are the following theories and 
why inadequate or untenable? 

(a) Mechanical theory of verbal 
inspiration. 

(b) Dynamic theory. 

3. What are the four elements urged by 
the author as necessarily included in any 
definition of inspiration? 

30 



BIBLE ORIGIN AND NATURE 



Chapter V. Infallibility 

1. What kind of infallibility can be de- 
fended in the light of the facts ? 

2. Distinguish between inspiration and 
infallibility. 

3. What is the argument of the author 
in "Its infallibility must be determined by 
its purpose"? 

4. What is the real touchstone of Scripture ? 

5. What is the "self-authentication of 
Christ," and how is faith in this fact to 
be applied to the use of the Scripture? 

Chapter VI. The Trustworthiness of the 
Gospels 

1. Define accurately "the critical method." 

2. What is the "critical material"? 

3. What cautions should the critic apply 
to himself? 

4. How does the author meet each of the 
four difficulties (see p. 181) urged by 
criticism ? 

(d) The insecurity of oral tradi- 
tion (pp. 181-191). 

(&) The mythical possibility (pp. 
191-195). 

(c) The possibility of partisan atti- 
titudes on the part of Gospel 
writers (pp. 195-196). 

(d) Disagreements in three synop- 
tists (pp. 197-199). 

5. What positive evidences of trust- 
worthiness can be cited? 

6. What relationship has the self -au- 
thentication of Christ to the proof of the 
trustworthiness of the Gospels? 

3i 



DIRECTIONS AND HELPS 



Chapter VII. The Miraculous Element in 
the Gospels 

1. What is the problem of the miracle? 

2. State the argument under the two 
points demanding consideration. 

(a) Extent of Jesus' miracle power 
(pp. 217L). 

(b) Significance of Jesus' working 
of miracles (pp. 22$i.). 

3. State the argument for miracle at its 
climax. 

(a) Congruity of miracles with 
Christ's person. 

(b) Christ himself the greatest 
miracle. 

General Questions 

1. Discuss the nature of the Bible, com- 
paring it with other sacred books. 

2. Indicate briefly the author's point of 
view regarding the canon of scripture. 

3. Indicate briefly his main points about 
revelation. 

4. Indicate briefly his main points about 
inspiration. 

5. Discuss the question of biblical in- 
fallibility, indicating what is "the real 
touchstone of Scripture." 

6. What is "the critical method"? What 
cautions are indicated as to its use? Be 
prepared to discuss "the trustworthiness of 
the Gospels." 

7. Be prepared to discuss the miraculous 
element in the Gospels, indicating the au- 
thor's main points. 



THE DEACONESS MOVEMENT 



Suggested Books 

Two or more of these may be used. 
The Deaconess and Her Vocation, Tho- 
burn. 

Deaconesses, Ancient and Modem, 
Wheeler. 

Deaconesses, Meyer. 

The Deaconess Movement, Golder. 

1. Ascertain all you can about deacon- 
esses — 

(a) In the New Testament church. 
(i?) In the post-apostolic church. 

(c) In the early church. 

(d) At Kaiserswerth. 

(e) At Mildmay. 

2. Learn all you can, particularly in their 
relation to deaconess work in America, 
about Theodore Fliedner, W. A. Passavant, 
Lucy Rider Meyer, J. S. Meyer, Jane Ban- 
croft Robinson, Bishop Thoburn, Isabella 
Reeves, Isabella Thoburn. 

3. Describe the action of the General 
Conference of 1888 relative to deaconess 
work and the influences that brought it to 
pass. 

4. What were the distinguishing char- 
acteristics of deaconess work in the first 
years of the movement and how did these 
features prove valuable to the advance of 
the Kingdom? 



33 



DIRECTIONS AND HELPS 



5. Trace the influence of the deaconess 
movement on the benevolent institutions 
of Methodism. 

6. Familiarize yourself with the dea- 
coness legislation of the last General Con- 
ference. See page 141 of Directions and 
Helps on the Discipline. 



34 



For study. 



NEW TESTAMENT HISTORY 
HARRIS FRANKLIN RALL 

The Author and the Book 

Dr. Rail, formerly president of the Iliff 
School of Theology in Denver, has been 
since 191 5 head of the Department of 
Systematic Theology in Garrett Biblical In- 
stitute at Evanston, Illinois. Besides the 
New Testament History, he has written 
"The Life of Jesus," "The Teachings of 
Jesus," "A Working Faith" and "Modern 
Premillennialism." In his New Testa- 
ment History he presents the essential 
facts of New Testament history. Jesus, 
Paul and the disciples live again in our 
presence; the church is formed; and the 
New Testament becomes a book for the 
ages. 

Study Helps 

The Bible should be the constant com- 
panion study book during this course. The 
American Standard version will be found 
best suited for the study. 

Keep a notebook. Study chapter by 
chapter and upon the completion of each 
part do the written work for that part. 

It will be found helpful if a brief outline 
of each chapter is made as it is studied. 

Use the suggestions and questions at the 
end of each chapter as material for a 

35 



DIRECTIONS AND HELPS 



general review of the chapters. It will be 
found helpful if the answers are written 
out in your notebook. 

The map work should be done as the 
study is carried from chapter to chapter. 

Written Work 

1. Summarize the world conditions of 
Jesus' time in a paper of about 300 words. 

2. Write a brief biography of Jesus — 
about 1,000 words. 

3. Make an outline map of Palestine and 
as you proceed in your study, mark the 
places that Jesus visits, noting the several 
journeys. 

4. Write a brief sketch of the early 
church, its character, its officers, its serv- 
ices, its leaders and its extent — about 800 
words. 

5. Make an outline map of Palestine and 
the Roman Empire and locate the places 
that Paul visited. Trace his three mis- 
sionary journeys and his journey to Rome. 

Books for Further Study 

The Life and Teaching of Jesus, Kent. 

The Teachings of Jesus, Rail. 

The Life of Jesus, Rail. 

The Life of Paul, Robinson. 

St. Paul, the Traveller and Roman Citi- 
zen, Ramsey. 

The Apostolic Age, McGiffert. 

The Church in the Roman Empire, 
Ramsey. 

How the Bible Grew, Lewis. 



36 



To be read. 



PAUL AND HIS EPISTLES 
D. A. HAYES 

The Author 

The author of this text is professor of 
New Testament in Garrett Biblical Insti- 
tute, Evanston, Illinois. He has written 
several valuable books on subjects con- 
nected with the New Testament. 

The Foreword 

Name three great leaders who were 
helped by the epistles of Paul. 

Chapter I 

1. Personal preparation. State the facts 
known concerning the Jewish descent of 
Paul. Mention three occasions when Paul's 
Roman citizenship proved of great value to 
him. What is known of his native city of 
Tarsus? What trade had Paul? What is 
known of his schooling? Find four places 
in the New Testament where the conversion 
of Paul is described. Where did Paul go 
after his conversion? How long did he 
stay there ? Why did he go there ? 

2. Personal appearance. What is the 
Scripture reference on which is based the 
idea that Paul was insignificant in stature 
and appearance? 

3. Personal characteristics. Give the 
reference which leads you to conclude that 

37 



DIRECTIONS AND HELPS 



Paul had sympathy ; love ; hate ; courage ; 
patience ; consecration ; devotion ; saintli- 
ness. 

Chapter II 

1. The form. What were the usual six 
divisions which Paul followed in writing 
his letters ? Into what four groups may we 
arrange the Pauline epistles? Give ap- 
proximate dates for each group. What de- 
scriptive name does Professor Hayes give 
to each group ? Did Paul write any letters 
which have been lost? What Scripture 
references lead to that conclusion? 

2. The style. Where did Paul get most 
of his illustrations? Give the Scripture 
references showing some of Paul's athletic 
and military metaphors. Did Paul ever 
violate any rule of rhetoric? Give an illus- 
tration of a mixed metaphor. Give an illus- 
tration of an unfinished sentence. Is it 
ever more important to utter a burning 
truth than to obey a rule of rhetoric? In 
studying about Paul as a rabbi, mention the 
most interesting allegory used by Paul 
after the Jewish fashion. 

3. Value. What familiar doctrinal terms 
did Paul give to the world in his writings ? 

Chapter III 

Give the modern name of Thessalonica. 
Briefly describe the experiences of the first 
Christian missionaries who went to Thessa- 
lonica from Philippi. At whose house did 
Paul stay? Explain the occasion of the 
writing of First Thessalonians. What was 
the date of this epistle ? What fundamental 

38 



PAUL AND HIS EPISTLES 



Christian doctrines are found in this earli- 
est epistle ? 

Chapter IV 

What was the occasion of Second Thessa- 
lonians? Why did Paul in his early letters 
lay so much stress on the Second Advent? 
What is the best explanation of the 
"Apostasy," "The Man of Sin/' and the 
"Restrainer" of 2. Thess. 2. 1-12? What 
is the main lesson for us in this epistle? 

Chapter V 

Describe Corinth and give a few facts 
of its history. Why did it have a reputa- 
tion for profligacy? Trace Paul's journeys 
from the time he left Thessalonica until he 
wrote First Corinthians. What problems 
had arisen in the Corinthian church which 
called forth Paul's letter? What two ex- 
tremes must we avoid in our judgment of 
the character of the Corinthian church? 
When was this letter w r ritten? What 
abuses did Paul seek to correct? What 
great doctrine does he defend? 

Chapter VI 

Contrast First and Second Corinthians. 
What is the theme of Second Corinthians? 
Notice how Paul answers the slanders 
against his personal appearance ; his 
speech; his authority; his teaching; his 
character. Note the author's practical con- 
clusions. Where and on what occasion was 
the epistle written? Did it succeed in its 
purpose ? 



39 



DIRECTIONS AND HELPS 



Chapter VII 

Locate Galatia proper (national Galatia). 
Locate the newer Roman province of 
Galatia. To which section do you think 
Paul wrote this letter? What was the 
occasion? State the main issue discussed 
in the letter. 

Chapter VIII 

Who founded the church at Rome. Was 
it predominantly Jewish or Gentile? 
When and where was this epistle written? 
Briefly outline the epistle. What would 
you call the main theme of the letter? 
Select ten of the greatest sentences of the 
epistle. 

Chapter IX 

Who was Philemon and where did he 
live? Who was Onesimus? What was 
Paul's object in writing the letter? 

Chapter X 

What is known of the three neighboring 
cities, Laodicea, Hierapolis, and Colossse? 
What was Paul's relation to these 
churches? What were some of the Colos- 
sian heresies? What messages did Paul 
give regarding these heresies? 

Chapter XI 

What is the author's conclusion concern- 
ing the "Epistle from Laodicea" referred 
to in Col. 4. 16? Mention resemblances in 
the epistles to the Colossians and the 
Ephesians. Note differences between 
40 



PAUL AND HIS EPISTLES 



Colossians and Ephesians. Note the gen- 
eral characteristics of the epistle. 

Chapter XII 

Note the description of the city of 
Philippi, Paul's experience there and the 
characteristics of the church. Enumerate 
the characteristics of the epistle. Give 
arguments for its genuineness. When and 
where was it written and what was the oc- 
casion? Note the contents. 

Chapter XIII 

Mention some facts of Paul's travels 
and life given in the Pastoral Epistles 
which are not alluded to in the book of 
Acts. Are the Pastoral Epistles inferior 
in style to Paul's other epistles ? Does that 
prove that they are not Paul's? What is 
known of Timothy? What was the occa- 
sion, and the main messages of First Timo- 
thy? What is known of Titus? Mention 
the main messages of the letter to Titus. 
What was the main message of Second 
Timothy ? 



41 



For study. 



A SHORT HISTORY OF THE CHRIS- 
TIAN CHURCH 

J. W. MONCRIEF 

Professor Moncrief, sometime professor 
of church history in the University of 
Chicago, is the author of this Church His- 
tory. The book is an introduction to church 
history. It does not seek to be exhaustive, 
but does set forth the vital facts. Chris- 
tianity has had a historical development 
throughout the centuries, which develop- 
ment has centered in the church or 
churches. The first glimpses of the church 
are gained in the New Testament, but from 
about ioo A. D. up to the present w T e are 
dependent upon other sources for this his- 
tory of the church and of Christianity. In 
this book we have set forth the developing 
church in its relation to the world in which 
it lived and flourished, even flourished to 
the present day. 

The value of such a study lies in these 
facts: I. It gives an appreciation of Chris- 
tianity. 2. It helps to understand the nature 
and mission of the church. 3. It tends to 
broaden and lend tolerance in our attitudes 
toward other faiths. 4. Finally, it gives such 
a point of view as to help the individual in 
the solution of the problems confronting 
the church and Christianity to-day. 

42 



HISTORY OF CHRISTIAN CHURCH 



Suggestions for Study 

Keep a notebook. This is to be handed 
in with your other written work. Outline 
briefly but concisely each division. 

Get the outstanding facts clearly in mind, 
such as the divisions of Church History, 
Ancient, Mediaeval, and Modern ; the differ- 
ent crises ; the different councils ; the cru- 
sades ; the Renaissance; the Reformation; 
the Anglican controversy ; the beginnings of 
denominationalism, etc. 

Summarize the outstanding facts in each 
general division. 

Required Written Work 

Select any 4 subjects as given below, 
each paper to be from 500 to 1,000 words. 

1. The world into which Christianity and 
the church came. Give its extent, its con- 
ditions, religious, social, economic, its needs 
and how Christianity faced its task. 

2. The nature, constituency, officers, doc- 
trines, and work of the church of the first 
one hundred years. 

3. Summarize the outstanding events 
from 100-313 A. D. 

This should consider the persecutions, 
the heresies, the doctrinal development, the 
growth of the Roman Church as authorita- 
tive, etc., culminating in Christianity as the 
religion of the state under Constantine. 

4. Give a digest of the controversies 
known as the Arian, the Christological, the 
Origenistic, and the Pelagian controversies. 



43 



DIRECTIONS AND HELPS 



Summarize the final outcome, stating how 
and where final decisions were reached. 

5. Give a summary of the outstanding 
events and conditions from 590-1305. Give 
special attention here to the growth of the 
church and the papacy. 

6. The events and causes leading up to 
the Reformation. These will be found in 
that section dealing with the years 1305- 
1517. 

7. The conflict between church and state 
from Gregory VII to Boniface VII. Con- 
sider the important events only. What was 
the outcome? 

8. The Reformation, its outstanding fea- 
tures, its influence, extent, and culmination. 
Consider the difference between the Cath- 
olic and Protestant adherents; the gradual 
spread of Protestantism ; the difference be- 
tween Protestant groups, etc. 

9. The development in the Protestant 
and Catholic churches from 1648 to 1789. 

10. Denominationalism, its causes, ex-, 
tent, influence, and present status. This 
study will necessarily have to deal with the 
outstanding factors and events. 

11. The present status of the Catholic 
and the Protestant churches, likenesses, 
differences, and popularity. 

Books for Further Study 

The Apostolic Age. — McGiffert. 
New Testament History. — Rail. 
A History of the Christian Church. — 
Fisher. 

Church History. — Kurtz. 

44 



HISTORY OF CHRISTIAN CHURCH 



A History of the Christian Church. — 
Walker. 

The Reformation. — Lindsay. 

A History of the Christian Church. — 
Hurst. 

Pictures of the Apostolic Church. — 
Ramsey. 



45 



To be read. 



SOCIAL ASPECTS OF FOREIGN 
MISSIONS 

WILLIAM H. P. FAUNCE 

President William Herbert Perry 
Faunce, of Brown University, is the au- 
thor of this stirring little book. He has 
written also Educational Ideals in the Min- 
istry, What Does Christianity Mean? and 
Religion and War. In 1906-07 he was 
president of the Religious Education Asso- 
ciation. 

Read the introduction, noting what the 
author says regarding the physical coming 
together of the East and the West, with 
the possible results. 

Chapter I 

This chapter defines the author's point 
of view. Notice the three theories of the 
relation of man to society with the criti- 
cism of the first and second. Explain the 
third in your own words after reading the 
paragraphs on cities and community con- 
sciousness. Read the pages regarding Jesus 
and the church, having in mind the ques- 
tion, "Is Christianity social?" 

Chapter II 

As you carefully read this chapter, seek 
to grasp the significance of the difference 

46 



SOCIAL ASPECTS OF MISSIONS 



between the individualism of the West and 
the sense of solidarity of the East. 

Chapter III 

Read the chapter for an interpretation 
of the statement in the first paragraph that 
the problem is "far deeper and more com- 
plex" than that of individualism versus col- 
lectivism discussed in the preceding chap- 
ter, noting the contrast between the Eastern 
and Western mind and the examples of the 
projection of the West into the East. How 
would you answer the questions in the last 
paragraph ? 

Chapter IV 

Note the warning in the first paragraph 
with its illustration from the book of Acts. 
Do you agree that Christian faith is the 
"mainspring of human progress"? Note 
carefully the three kinds of social achieve- 
ment of missionaries. 

Chapter V 

This chapter should be read in the light 
of chapter IV of which it is a continuation. 
Note carefully the description of a fourth 
and newer kind of missionary activity 
known as industrial missions. Note the 
discussion of the reform factor in missions. 
Is it a legitimate part of the missionary 
program ? 

Chapter VI 

Notice in this chapter the details illus- 
trating the enlarging functions of the mis- 
sionary. What have these activities con- 

47 



DIRECTIONS AND HELPS 



tributed to America? to other nations? to 
internationalism? What are some of the 
agencies that have engaged in these wider 
activities ? 

Chapter VII 

Do you agree with the "inclusive ideal" 
or the "exclusive view"? Read carefully 
the pages on the work of the great mission- 
ary pioneers, Carey, Duff, Livingstone, and 
Stewart, to see which point of view each 
held. Note what the author says about the 
sociological viewpoint. What does he mean 
by the "imperial conception" of missions? 

Chapter VIII 

Is interchange desirable? In what ways 
can it be brought about? What has the 
East to contribute to the West ? The West 
to the East? What kind of missionaries 
are required for the new task? 



4 8 



To be read. 



THE NEW HOME MISSIONS 
HARLAN PAUL DOUGLASS 

The Book 

This vivid little book has been widely 
used as a text on Home Missions. Read 
the introduction carefully, noting the defini- 
tion of home missions and the author's 
conception of the "new home missions." 

Chapter I 

Trace with the author the stirring history 
of the geographical expansion of the 
church, noting the general dates, the eco- 
nomic and social background, the human 
elements that entered in, the methods used 
and the general spirit indicated. 

Chapter II 

As you read this chapter notice the meth- 
ods and the means used by the "old home 
missions/' Note the contrast between the 
old and the new home missions. 

Chapter III 

What changes must the new home mis- 
sions take into account? Note what the 
author says of rural leadership, lay and 
ministerial. Notice what he says of the 
church exercising community leadership. 
What are the needs and problems of the 
various types of community and the vari- 
ous groups here discussed? 

49 



DIRECTIONS AND HELPS 



Chapter IV 

Note the facts of city growth, of city 
"shame" and "glory." What are some 
types of churches in the city? What other 
agencies are at work and what should be 
the attitude of the church toward them? 
Read carefully the paragraphs dealing with 
the foreigner. 

Chapter V 

Read carefully this chapter dealing with 
questions now at the forefront of American 
life. Note the author's definition of the 
social problem. Try to answer the ques- 
tion raised, "Who owns the nation?" Note 
the brief description of the industrial 
toilers, the human factor. What has been 
the attitude of the church to the problem? 
Note that the author urges radical action, 
but that the approach is to be through 
social knowledge. Read the story of Mus- 
catine and the conclusions. What is the * 
social survey? What is the Social Creed? 
Read this carefully, as the Creed is now a 
historic statement. (Cards containing the 
Creed may be secured from the Board of 
Home Missions, 1701 Arch Street, Phila- 
delphia.) Note the emphasis on the spirit 
of brotherliness. Note the summing up in 
the last paragraph. 

Chapter VI 

Read the author's striking opening illus- 
tration from his experience in a winter 
storm. How does the race problem relate 
itself to other problems considered in this 

50 



NEW HOME MISSIONS 



text? Note the treatment of the various 
social groups. Then follow carefully the 
analysis of our attitudes. What do the 
scientists contribute to our point of view? 
Note the various ideals of education here 
indicated. What is the place of religion 
and the church here? Note the stirring 
paragraphs on this subject. 

Chapter VII 

What is the weakness and yet the justi- 
fication of sects? Read carefully the re- 
sults of surveys here indicated. Note the 
discussion of cooperation with the examples 
given. Should there be church unity? 

Chapter VIII 

This chapter is the climax of the book. 
Read it carefully; then try to express in 
your own words the "social realization of 
Christianity in America." 



51 



For study. 



CHILDHOOD AND CHARACTER 
HUGH HARTSHORNE 

The Author and the Book 

Professor Hartshorne, the author of 
our text, is assistant professor of Reli- 
gious Education in the Union Theological 
Seminary. The book is an introduction to 
the study of the religious life of children. 
It deals with the concrete factors in child 
life. The author avoids the abstract and 
includes the social, thus giving us a study 
right out of the social relationship of child 
life. The religious life is the dominant in- 
terest. The book is a good companion 
study to Winchester's Religions Education 
and Democracy. 

Suggestions for Study 

Keep a notebook. Study and outline 
each chapter thoroughly. Read and study 
the questions and make the suggested ob- 
servations as given at the close of each 
chapter. Write out the answers and data 
results in your notebook. 

Written Work 

Write on any four of the following in 
papers not to exceed in each case 500 
words : 

1. The foundations of the religious life 
as evidenced in babies. Chapter II. 

52 



CHILDHOOD AND CHARACTER 



2. The religious life of the five-year-olds. 
Chapter III. 

3. A resume of the fundamental con- 
siderations in observing the religious life 
of children. Note especially "The field," 
general principles and the general rules. 
Chapter IV. 

4. Analyze concisely the religious life of 
children six to eight years of age. Chap- 
ter V. 

5. Likenesses and differences in children. 
Chapter VI. 

6. The religious life of later childhood. 
Chapter VII. 

7. Is it possible to make over human na- 
ture? Chapters XI, XII. 

8. The motives in relation to education 
and health in relation to character. Chap- 
ters XIII and XIV. 

9. The value of work and play in the de- 
velopment of character. Chapter XV. 

10. Character in its relation to democ- 
racy. Chapters XVI and XVII. 

Books for Further Study 

The Psychology of Childhood. — Nors- 
worthy and Whitley. 

The Child. — Tanner. 

General Psychology. — Hunter. 

Life in the Making. — Thompson, Brown, 
Barclay, Sheridan, and Sheridan. 

The Pupil and the Teacher. — Weigle. 

Child Nature and Child Nurture. — St. 
John. 



53 



To be read. 



HOW TO TEACH RELIGION 
GEORGE HERBERT BETTS 

The Author and the Book 

The author is an expert in his field. He 
has taught education in Cornell College, 
Boston University, and Northwestern Uni- 
versity. He is now in the department of 
Religious Education in the University of 
Southern California. He is the author of 
The Mind and Its Education, Social Prin- 
ciples of Education, Classroom Method and 
Management, and numerous texts in the 
field of religious education. In this book, 
How to Teach Religion, we have a simple 
yet comprehensive exposition of the funda- 
mental principles and methods in the teach- * 
ing of religion. The book will be a real 
help to any worker in the field of religious 
education or to any one engaged in reli- 
gious work. 

Read the editor's introduction. Read the 
author's preface. What is the "funda- 
mental assumption" of the book? This is 
a large assumption. Do you agree with 
it? 

How should the equipment of the teacher 
of religion compare with that of public- 
school teachers? 

Note the plan of the text as here indi- 
cated and keep it in mind as you read the 

54 



HOW TO TEACH RELIGION 



book. What use do you intend to make of 
this valuable material? 

The careful organization of the chapters 
with sections and paragraphs appropriately 
labeled renders the text easy to master. 

Chapter I 

After reading the chapter paragraph by 
paragraph, and trying to answer the search- 
ing questions at the end, describe in your 
own words a teacher whom you would con- 
sider truly successful. 

Chapter II 

After mastering each paragraph of this 
important chapter and answering the ques- 
tions at the end go over the material again, 
assuring yourself that you have grasped the 
fact that the child himself is the great ob- 
jective. 

Chapter III 

What is the fourfold foundation? After 
mastering the chapter, including the ques- 
tions at the end, seek to answer the "four 
supreme questions." 

Chapter IV 

Read the chapter carefully. Try to an- 
swer the questions at the end. Review the 
subjects that the author considers "of most 
worth," in the religious knowledge of the 
child. 

Chapter V 

Note the two distinct problems that the 
teacher of religion must meet in cultivating 
attitudes. Master the suggestive discus- 



55 



DIRECTIONS AND HELPS 



sions of various attitudes. Try to answer 
the questions at the end of the chapter. 

Chapter VI 

After carefully reading the chapter and 
giving attention to the questions, ask your- 
self, How can religious instruction be con- 
nected with life and conduct? 

Chapter VII 

After reading the chapter and answering 
the questions, make a list of the sources of 
material and indicate the kinds of material 
to be used for various ages. 

Chapter VIII 

After you have read the chapter care- 
fully, try to put into your own words the 
discussion of the organization of material. 
Answer the questions at the end of the 
chapter. 

Chapter IX 

Master the practical material in this im- 
portant chapter. The questions at the end 
will help you to check up the suggestions 
from your own observation and experience. 

Chapter X 

How may truth be made vivid? An- 
swer the question after reading the chapter 
and answering the suggestive questions at 
the end. 

Chapter XI 

Make a list of the types of lessons, not- 
ing the discussion of each. The attempt 

56 



HOW TO TEACH RELIGION 



to answer the questions at the end will aid 
in an understanding of the various types. 

Chapter XII 

After reading the chapter and answer- 
ing the questions, list and describe the vari- 
ous methods which are used in recitation. 

Books for Further Study 

The Pupil and the Teacher. — Weigle. 
The Seven Lazvs of Teaching. — Gregory. 
Elementary Methods. — Parker. 
A Brief Coarse in the Teaching Process. 
— Strayer. 

Life in the Making. — Brown, Barclay, 
Thompson, Sheridan, and Sheridan. 

Classroom Method and Management. — 
Betts. 

Methods of Teaching in High School. — 
Parker. 

Types of Teaching. — Earhart. 



57 



To be studied. 

SOCIETY: ITS ORIGIN AND 
DEVELOPMENT 

HENRY KALLOCH ROWE 

The Book 

This book by Professor Rowe, of the 
Newton Theological Institution, is designed 
to introduce the student to the study of 
society, a study which has increasing im- 
portance as the social group seeks to work 
out better group relationships and which is 
of prime importance to the Christian 
worker. 

Part I 
Chapter I 

What is society? social organization? 
social development? Why should we study 
society? Where shall we find our ma- 
terial? Note five social characteristics. 
Read paragraph eighteen as a prelude to the 
remainder of the book. 

Chapter II 

What is meant by the social mind? 
Name some experiments that have been 
made in international association. What 
are the three forms of unorganized groups ? 

Part II 
Chapter III 

Name several reasons why the family is 

58 



SOCIETY: ORIGIN, ETC. 



the natural basis for a study of social life. 
Why is the farm "the best environment in 
which to study the family"? Show the 
importance of heredity in social life. 

Chapter IV 

What brought the family into existence? 
Describe several forms of the family. 
What is "the supreme business of the so- 
cial group"? Which is more important, 
conflict or cooperation? What are the ad- 
vantages of monogamy? Why are marriage 
laws necessary? What is more needed 
than laws? What reforms are suggested? 

Chapter V 

What have been the social values of the 
home? Mention some gains and losses of 
the modern home. Describe the ideal home. 

Chapter VI 

Discuss "The home without children is 
incomplete." With what is the science of 
eugenics concerned? euthenics? Note the 
discussion of child labor and of the value 
of work. 

Chapter VII 

Trace the development of child labor in 
the United States, noting the harmful 
effects. Name some agencies that are 
promoting legislation. Discuss the right to 
play; the right to liberty; the right to 
learn. What is the responsibility of the 
home toward moral education? What is 
an "accepted principle" in caring for child 
dependents ? Why ? What is the most ap- 

59 



DIRECTIONS AND HELPS 



proved form of institutional care of chil- 
dren? Why? What are the activities of 
children's aid societies ? What is ''the ulti- 
mate aim" regarding child life? 

Chapter VIII 

Trace the family as an economic institu- 
tion from the earliest times to the present. 

Chapter IX 

Enumerate causes that are producing 
changes in the family. Are the changes 
desirable? 

Chapter X 

Note the statistics of divorce, causes and 
proposed remedies for divorce. Is divorce 
always an evil? Wherein lies the remedy? 

Chapter XI 

What is the extent of the social evil? 
What are the causes? the results? the 
remedies ? 

Chapter XII 

Name two principles and two methods of 
improving the conditions of family life. 

Part III 
Chapter XIII 

What is the place of the school in the 
life of the child? Show how the process of 
the social life goes on in the community. 
Note the history and development of rural 
communities. 

Chapter XIV 

Mention several types of rural com- 
60 



SOCIETY: ORIGIN, ETC. 



munity. What characterizes the popula- 
tion? Consider the manner of growth and 
decline of rural population. 

Chapter XV 

Name several rural occupations. De- 
scribe community cooperation. Why does 
cooperation often fail? Do you agree with 
the author regarding the value of competi- 
tion? 

Chapter XVI 

What is the status of recreation in the 
country? What are the difficulties and the 
advantages ? 

Chapter XVII 

Name and describe several rural insti-. 
tutions. 

Chapter XVIII 

Notice the sociological principle men- 
tioned in paragraph 126. What are the 
three fundamental principles of education? 
What are the weaknesses in rural educa- 
tion? the advantages of the district school? 

Chapter XIX 

What is "the new rural school"? What 
is the opportunity of the rural teacher? 
What can the university do? Mention 
other educational agencies. 

Chapter XX 

Why is government necessary? What 
is a state? government? law? Does the 
will of the people really prevail in local 
communities? What are the two types of 
61 



DIRECTIONS AND HELPS 



rural government? Notice carefully the 
paragraph on town and county officials, as 
the town meeting has been an important 
factor in our development. Note the dis- 
cussion of political standards. 

Chapter XXI 

Is the country healthier than the town? 
What health officials are needed in the 
country? Describe the organization of a 
Milage Improvement Society. 

Chapter XXII 

What are the causes of social diseases? 
What is meant by morals? Trace briefly 
their development. Note the social stimu- 
lus to morality. Compare vice in the city 
and country. How can the country pre- 
vent immorality? 

Chapter XXIII 

What has been the place of the rural 
church and of its minister? Is the rural 
church declining? Is it worth saving? 
What problems is it facing. Can an "old" 
church become a "new" one suddenly? 

Chapter XXIV 

Show the need of a community house. 
Indicate some details in the securing of it. 
Discuss the necessity of leadership. 

Part IV 
Chapter XXV 

What makes a city ? How does it grow ? 
What attracts men to the city? Trace 
briefly the history of the city. 

62 



SOCIETY: ORIGIN, ETC. 



Chapter XXVI 

Describe the manufacturing industry. 
Trace briefly the history of manufacturing. 
Describe "the working grind. " What are 
the benefits of industry to the worker? 

Chapter XVII 

What is the industrial problem? What 
is the industrial conflict and what is its 
chief cause? Describe factory life. What 
is industrial democracy? Trace the history 
of labor legislation; of labor organization. 
What can you say in favor of the trade 
union? Discuss the strike as the weapon 
of the worker. Note possible peaceful 
methods of settlement. Has the govern- 
ment a right to interfere? How have em- 
ployers sought to better the conditions of 
the workers? Describe three principles 
for the solution of the industrial problem, 
giving special attention to cooperation. 

Chapter XXVIII 

Describe mercantile exchange and show its 
importance. Discuss "the ethics of busi- 
ness/' Describe transportation. What is 
the relation of commerce to transportation? 
Describe some problems of transportation. 
Indicate the trend toward monopoly and 
the result in government policy in the 
United States. Note the discussion of 
government ownership versus regulation. 
Of trusts and their relation to public opin- 
ion. Is trfere possibility of progress in in- 
dustrial relations? 

63 



DIRECTIONS AND HELPS 



Chapter XXIX 

Which comes first, economic or social 
values? What social classes have we? 
What are the sources of wealth? De- 
scribe the "upper class" ; the "middle 
class"; the "lower class." Would you 
modify this classification? Must there al- 
ways be social classes? What are the 
causes of degeneracy ? 

Chapter XXX 

What is the immigrant problem? Tell 
something of the various immigrant groups 
in this country. What is the public atti- 
tude toward immigration? What is the 
chief cause of immigration? Name good 
and bad effects of immigration. 

Chapter XXXI 

Describe the conditions under which our 
workers live. What are some of the 
effects? What improvements are men- 
tioned? Can you think of others? Notice 
the discussion of the lives of children of the 
workers. 

Chapter XXXII 

Is this chapter well named? How must 
the contents be modified in the light of na- 
tional prohibition? 

Chapter XXXIII 

Indicate the complexity of the problem 
of crime. What are its causes? Mention 
three steps in prevention. Mention some 
theories of punishment. Name three ele- 
ments in the method of reformation. What 

6 4 



SOCIETY: ORIGIN, ETC. 



is the juvenile court? What in your judg- 
ment should supplement its work? 

Chapter XXXIV 

What is the purpose of city government ? 
What relation does the city sustain to the 
state? Discuss the police and make sug- 
gestions for the improvement of this serv- 
ice. Briefly describe the organization of 
city government. Trace briefly city reform 
in the United States. What is the com- 
mission form of government? the city 
manager plan? 

Chapter XXXV 

What are the causes of misery? Note 
poverty as an underlying cause of other 
social ills. What are the causes of poverty ? 
What solutions have been proposed? 
What is pauperism? What are the causes 
of unemployment? What solutions have 
been proposed ? 

Chapter XXXVI 

Briefly trace the history of relief. De- 
scribe friendly visiting. What is meant by 
public relief? private relief? Present 
arguments for and against the latter. De- 
scribe the social settlement and trace its 
development. 

Chapter XXXVII 

Name and describe several educational 
agencies. Discuss the press. 

Chapter XXXVIII 

Name and describe three functions of the 
church in the city. Which do you consider 

65 



DIRECTIONS AND HELPS 



most important? What is the relation of 
the church to social reform? Show the 
necessity of the church adapting its pro- 
gram to new conditions. 

Chapter XXXIX 

Describe the city as a social experiment. 
What reasons are there for thinking it will 
be successful. Note the "crucial test of 
democracy. " 

Part V ' . 

Chapter XL 

Wherein lies the value of national life? 
Trace the history of the nation; of the 
United States. Will the United States en- 
dure? 

Chapter XLI 

Show that the nation is a reality. Indi- 
cate its social nature; its economic func- 
tion. Describe several national interests. 
Indicate the scope of national life. 

Chapter XLII 

What is meant by the sovereignty of the 
state? Name some functions of the 
state ; some theories. Trace its develop- 
ment. Name five steps in the organization 
of government. Describe the electoral 
system ; the legislative system ; the execu- 
tive department ; administrative organiza- 
tion; the judicial system. 

Chapter XLIII 

What is the relation of government to 
prosperity ? Describe several problems that 
66 



SOCIETY: ORIGIN, ETC. 



our government faces. Are they peculiar 
to America? 

Chapter XLIV 

What agencies have brought about a new- 
world life? Discuss adaptation versus con- 
flict. Describe several agencies of interna- 
tionalism. What addition should be made 
to the discussion of the text? 

Part VI 
Chapter XLV 

Name two constant factors in social 
phenomena. Show the importance of 
physical nature ; of the human physique. 
Note the paragraph on biological analogies. 
Note the place of the individual in society. 
What source has each of us for the study 
of individual psychology? Note the place 
of instincts, of habits, of desires and inter- 
ests. Note the discussion of personality. 

Chapter XLV I 

What do you understand by the social 
mind? How is it formed? Note discus- 
sion of social habits or folkways. Note 
what is meant by genetic and telic progress. 
Name three means of telic progress. Note 
the place of criticism and of discussion in 
social education. Discuss socialized edu- 
cation. 

Chapter XLV 1 1 

Classify the theories of social order and 
efficiency. Name three varieties of the 
first theory. Note the position of the 
second group of theorists and the third. 

6 7 



DIRECTIONS AND HELPS 



Are the three irreconcilable? Note dis- 
cussion of social progress. 

Chapter XLVIII 

What is the distinction between sociology 
and social philosophy? Name some phi- 
losophers and prophets. Name some men 
who tried to establish a more ideal society. 
Who were the biologists and what theory 
did they hold regarding society? The psy- 
chological sociologists? Indicate the rela- 
tion of sociology to the natural sciences ; 
to other social sciences. What will prob- 
ably be the place of sociology in the future? 
Why in your judgment is it of importance 
to the Christian worker? 

Written Work 

1. Write a brief paper (about 1,000 
words) on the modern family, embodying 
in it some of the ideas of the author that 
appeal to you most strongly and adding 
some of your own ideas and observations * 
(Part II). 

2. Write a short paper (about 500 
words) on the "Ideals for the Rural 
Church" (Part III) or "Ideals for the City 
Church" (Part IV). 

3. Write the best program you can for 
the development of our national life in view 
of our problems and tendencies (Part V). 



68 



To be read. 



JESUS CHRIST AND THE SOCIAL 
QUESTION 

FRANCIS GREENWOOD PEABODY 

Professor Peabody, of Harvard Uni- 
versity, has been among the pioneers in the 
social interpretation of Christianity. He is 
the author of other influential books, among 
which one of the best known is Jesus Christ 
and the Christian Character. 

Chapter I 

Contrast the Hebrews and the Greeks 
in their attitude towards their national 
genius. Which does our age more nearly 
resemble ? Note the two characteristics of 
the modern social question. Then note a 
third, page 13 and following, the seeming 
gulf between the social movement and the 
Christian religion. Note some efforts to 
overcome this alienation, pages 21-52. 
Read pages 52-75 for various interpreta- 
tions of Jesus and the author's conclusion 
as to their significance. 

Chapter II 

Note on pages 76-83 the interesting dis- 
cussion of two characteristics of the gospel 
which, according to the author, obscure 
somewhat the social teaching of Jesus. 
Read pages 83-91 for another emphasis. 
Note on pages 91-104 the important dis- 
cussion of Jesus' use of "the kingdom of 
6q 



DIRECTIONS AND HELPS 



God." On pages 104-128 the author applies 
the principles of Jesus to the present social 
order. 

Chapter III 

Read pages 129-144 for a discussion of 
the social problem of the family. On pages 
144-161 the author gives his interpretation 
of the teaching of Jesus regarding the 
family. Note pages 161-182 for the influ- 
ence of modern social conditions on the 
family ; but see what the author holds as 
to the possibility of a Christian family. 

Chapter IV 

Read pages 183-187 for a statement of 
the modern problem of social inequality. 
Then read on to the end of the chapter for 
the teaching of the New Testament and 
the attitude of Jesus toward wealth. 
Notice the three ways in w T hich, accord- 
ing to the author, Jesus welcomes the minis- 
try of wealth (pp. 217-225). Is a rich 
Christian an anomaly? 

Chapter V 

Compare the attitude of Christianity and 
of the Roman world to charity, pages 226- 
234. Compare the modern conception of 
social progress and the practice of Chris- 
tian charity, pages 234-237. Now turn to 
the teaching of Jesus in its "preliminary 
aspects," pages 237-247. Read the remain- 
ing pages of the chapter for a further dis- 
cussion of Jesus' attitude toward the poor. 
Notice on page 251 the two words that sum 
up the change of method advocated by 
70 



JESUS AND SOCIAL QUESTIONS 



scientific charity, and the relation of scien- 
tific charity to the ideals of Jesus. What 
is Christian charity (pp. 264-266) ? 

Chapter VI 

Read pages 267-273 for two aspects of 
the modern industrial question. Note on 
pages 273-282 the discussion of the two 
principles of Jesus : he surveys industrial 
life from above and he subordinates profit 
to personality. Note the relation of the co- 
operative system in Great Britain to the 
second principle of Jesus, pages 282-285. 
Now note a third social principle of Jesus, 
pages 285-287. Read pages 287-299 for a 
comparison of the social ideal of Jesus and 
of the modern revolutionist. Note the au- 
thor's sympathetic attitude. Read carefully 
pages 299-314 for the discussion of the 
relation of the teaching of Jesus to modern 
industry. Note the reiteration of Jesus' 
spiritual emphasis. Read pages 314-326 
for the discussion of service in industry. 
The book was written several years ago. Is 
there now, in your judgment, more or less 
of the motive of service in business? 

Chapter VII 

Read thoughtfully pages 327-343 for the 
author's analysis of the correlation of the 
social questions. Read pages 343-355 for 
a discussion of the social questions as "ex- 
pressions of moral energy." Note care- 
fully the concluding pages where the au- 
thor seeks to answer the question as to the 
problem of the church and the Christian 
leader "in the age of the social question." 

7i 



For study. 



EVERYDAY EVANGELISM 
FREDERICK DELAND LEETE 

The Author 

The author of the book is one of the 
bishops of the Methodist Episcopal Church. 
He is the author also of the books The 
Church in the City and Christian Brother- 
hood, 

Chapter I 

Mention three problems or tasks before 
the Christian Church and state which is the 
greatest. 

What are some of the chief hindrances to 
evangelization? Of the four discussed by 
the author, which seem to you to be the 
most serious in your community? 

Chapter II 

Discuss the charge that evangelistic 
efforts are abnormal. Why has evangelism 
been fragmentary and occasional? What 
is the usual defect: (i) in the efforts of 
evangelists, (2) in the evangelism in the 
Sunday school, and (3) in many annual 
revival meetings? 

How can the minister and church 
workers reach the unsaved when so few 
non-Christians attend church meetings? 

Chapter III 

Why is there need of a "membership 
72 



EVERYDAY EVANGELISM 



department" or "committee" in every 
church? How can continuous evangelism 
be kept from becoming monotonous? 

What is the author's plan of enlisting 
and educating a permanent force of Chris- 
tians for continuous evangelism? 

How can the American church be made 
more and kept more than a "social organi- 
zation" ? 

Chapter IV 

Indicate the special work the author has 
mapped out for each of the four groups of 
special workers. How should a monthly 
meeting of these groups be conducted? 
What special plans may be useful to keep 
up the esprit de corps of these groups? 
How can these groups of special workers 
be useful in the Sunday-night service? 

Chapter V 

What are some of the mistakes of the 
pulpit which have detracted from the work 
of evangelism? How can the pastor keep 
the many details of a large church from 
crowding out his main work as a leader 
of souls? How can the pastor most help- 
fully hold meetings of young converts? 
Do our Protestant pastors give evidence of 
a continuous desire to lead men to Christ ? 

Chapter VI 

Discuss the five important items dealing 
with the instruction of workers, the texts 
and topics of the Bible, narration of per- 
sonal experience, special books on evangel- 
ism, prayerfulness, and heart power. 

73 



DIRECTIONS AND HELPS 



Chapter VII 

How shall we secure the names of those 
who need conversion? How can the 
'Vestibule committee" become efficient? 
How should a religious canvass of the com- 
munity be conducted? What can be done 
by the "membership committee" in pro- 
curing information in the Sunday school, 
after revival meetings and after the Sun- 
day-night service? Draw up some forms 
for printed cards which will prove of value 
in getting information and favorably 
affecting the minds of the unconverted. 

Chapter VIII 

What is the danger of not following the 
cases of half-converted people? What is 
the value of keeping records of interviews 
with the unconverted? Draw up a form of 
printed card for that purpose. What is 
the problem and the solution in getting new 
members established? Will personal work 
by members offend outsiders? Should 
workers be deterred from fear of being 
called hypocrites? How shall weak Chris- 
tians be helped? 

Chapter IX 

Discuss the essential relation of continu- 
ous personal work to the growth of the 
worker, (a) in the spirit of worship, (b) 
in giving, (c) in prayer, (d) in testimony, 
(e) in missionary interest, (/) in reforms 
and philanthropies, (g) in love. 

Discuss the influence of personal work 

74 



EVERYDAY EVANGELISM 

in promoting the ideal of the church as a 
brotherhood. 

Chapters X and XI 
Read these carefully. 

Written Work 

1. Write out very briefly the answers to 
the above questions under each chapter. 

2. Write a paper of 500 to 800 words on 
"The Best Plan for Continuous Evangel- 
ism." 



75 



To be read. 



SELECTIONS FROM THE WRIT- 
INGS OF JOHN WESLEY 

HERBERT WELCH 

The Author 

This book was prepared at the request 
of the Committee of the Board of Bishops 
on the Conference Course of Study. The 
author, who was for eleven years president 
of Ohio Wesleyan University, is now 
bishop of the Methodist Church, to which 
office he was elected in 1916. He is serv- I 
ing in Korea. 

That the official workers of a branch of 
the Christian Church should be familiar 
with the writings of the founder of that 
denomination needs no argument. A 
knowledge of the viewpoint, the beliefs, 
the teachings of John Wesley is valuable, 
moreover, not only to the special worker 
of Methodism but to every student of his- 
tory. He was so prolific a writer that this 
compilation will be of great help to the 
busy twentieth-century student. 

John Wesley was a leader. He worked 
and thought in advance of his age. Were 
he living in our day, he would be a twen- 
tieth-century leader. As in the eighteenth 
century, so now, he would be one of the 
most eager to follow that Spirit of Truth, 

76 



WRITINGS OF WESLEY 



who, according to the Founder of Chris- 
tianity, would lead into all truth. Wesley 
would be the last to urge that the church 
he planted should be bound by conceptions 
and practices which once were daring in 
their newness and were beautifully fitted 
to the needs of society of their day. The 
world, with its marvelous progress in ma- 
terial discoveries and inventions, has not 
stood still in its thinking in the last one 
hundred and thirty years. Wesley would 
continually be striving to think God's 
thoughts and plans after him as they are 
being manifested in the stirring events and 
strenuous problems of the present time. 
He would be far in advance, leading in the 
practical application in methods of church 
work of the new revelations gained by more 
than a century of reverent study of God's 
Word and works. 

In reading this book : 

1. Make a list of what you consider out- 
grown ideas. 

2. Trace Wesley's attitude toward the 
established Church of England ; toward the 
accumulation of wealth. 

3. Note the development in his doctrines 
and attitude. 

4. Find evidences of his zeal and his 
systematic use of time. 

Read the Preface carefully, noting: 

1. The place of Wesley in English his- 
tory and life. 

2. The scope of his writings. 

3. The purpose of his literary efforts 

77 



DIRECTIONS AND HELPS 



with the consequences in style and product 
flowing from such a purpose. 

4. His few dominant ideas. 

5. The purpose and attitude of the com- 
piler. 

Sermons 

Note: 

1. The clear, logical sequence in the out- 
lines of Wesley's sermons. 

2. The forcefulness of his arguments. 

3. The positiveness of his convictions. 

4. The evangelistic fervor and aim of all 
his preaching. 

Salvation by Faith 

Wesley lived before the day when co- 
operation was the keyword of the world's 
activity. In his age it would have been 
presumptuous to stress, as we do in our 
thinking to-day, the working together of 
the human and Divine to accomplish the 
plan of God. It was natural, therefore, for 
the preacher to state as emphatically as he 
does in the opening paragraphs of this ser- 
mon the nothingness of man and the 
omnipotence of the Creator. 

Imagine the effect of such a sermon 
preached to people schooled in formalism 
and church ceremony. 

Free Grace 

Trace the steps by which he so merci- 
lessly exposes and overthrows the doctrine 
of predestination. 

List the questions and phrases which you 
consider particularly powerful in accom- 
plishing his purpose. 

78 



WRITINGS OF WESLEY 



Note the skill and strength of his posi- 
tive appeal after his victory in the field of 
negative argument. 

The New Birth 

How would Wesley give a full, clear 
account of the new birth to an audience of 
to-day and familiar with modern child 
psychology and with modern physical and 
social science? 

What would be the effect upon the un- 
saved to-day of an appeal as earnest, con- 
vincing, and lofty in ideals as this one if 
it were harmonized with twentieth-century 
conceptions of life? 

Evaluate his formal definition of the new 
birth. 

What does he teach here relative to time 
and manner of sanctification ? 

The Way to the Kingdom 

What parts of this description of how 
to become a Christian need to be empha- 
sized to-day? 

The Danger of Riches 

Sum up the dangers of riches in Wesley's 
day and compare them with the condition 
to-day. What is your opinion of Wesley's 
preventive of these dangers? How could 
it be applied to-day? 

The More Excellent Way 

Note the moderation with which Wesley 
gives his advice in this sermon. What is 
even more excellent than doing "every- 
thing in the spirit of sacrifice ,, ? (P. 98.) 

79 



DIRECTIONS AND HELPS 



How nearly do Methodists to-day apply to 
everyday life the counsel here given? 

Catholic Spirit 

Find in the remainder of the book evi- 
dences that Wesley practiced what he is 
preaching in this sermon. What would be 
the result of the Kingdom if all zealous 
Christians practiced these principles ? 

Charity 

Write your impressions of this sermon, 
its illustrations and interpretations of 
Scripture. 

Scriptural Christianity 

Test America to-day by these standards. 

The General Spread of the Gospel 

In what particulars does this sketch 
differ from the actual history of missions? 

Treatises 

Note: 

1. The frequency of quotations from the 
Bible. 

2. The pointed answers to objections 
raised. 

3. Wesley's emphasis upon a vital reli- 
gious life. 

Pages 171-208 

A very helpful study in any field is that 
of the genesis of any device or institution. 
Before we pass judgment on its value for 
our age we should know the conditions it 
was designed to meet, how present condi- 
80 



WRITINGS OF WESLEY 



tions differ from the earlier ones, and the 
stages of its development to meet changing 
needs. 

Describe the origin of Methodist 
"societies/' noting the development from 
one method or practice to another. 

List the advantages reaped by early 
Methodism from its class meetings. 

Trace the steps in Wesley's finding an 
adequate way of caring for the sick and 
poor and the analogy between this and that 
of the early church. 

See how Wesley bases every plan upon 
the sufficient reasons of Scripture and com- 
mon sense. 

What practices of early Methodism has 
our day outgrown? 

Pages 209-235 

Recall the moral and religious conditions 
in England before Wesley's time. 

Study Wesley's description of true reli- 
gion and of the function of faith. 

Select any weak places in his chain of 
argument. 

Note his emphasis upon the full use of 
all our God-given powers. 

Pages 236-290 

Gather from these treatises the criti- 
cisms which the early Methodists had to 
endure. 

What made Wesley willing to utilize lay 
preachers ? 

Apply to deaconesses the qualifications 
Wesley required in the clergy. 

81 



DIRECTIONS AND HELPS 



Pages 291-343 

Wesley's day was one of intense indi- 
vidualism. The social consciousness which 
marks our day had not yet developed. 
This is evidenced by his stressing of indi- 
vidual salvation and rebuking sins to- 
ward others as individuals as well as by 
the absence of the Kingdom note in his 
writings. 

What are and what are not the dis- 
tinguishing marks of a Methodist? 

Read "A Plain Account of Genuine 
Christianity" with the footnote on page 
312 as a measuring rod. If we tested our 
daily intercourse by this account, what 
changes would we be constrained to make? 
What is your estimate of, (a) The various 
definitions of " faith," (b) The stress on the 
internal evidences of Christianity, (c) The 
arguments against asceticism? 

In the light of the present movement to- 
ward democracy, criticize the logic of 
"Thoughts Concerning the Origin of 
Power." 

Letters 

Find evidences in these letters of those 
traits of character that made Wesley such 
a power. 

Note Wesley's care as to details both in 
the societies and in his own and others' 
personal habits now too often neglected. 
What is your judgment relative to the 
dividing line between where peculiarity is 
to be avoided and where it is to be culti- 
vated ? 

82 



WRITINGS OF WESLEY 



List the principles and suggestions that 
will be valuable in personal evangelism. 

Compare your judgment with Wesley's 
about the necessity of continued reading. 

Note: 

(a) The difficulties Wesley had in his 
supervision of his preachers. 

(b) The counsels he gave them. 

(c) The courtesy yet deep earnestness 
in his personal evangelistic efforts. 

(d) His general principles which hold 
good in the twentieth century as in the 
eighteenth, even though his special applica- 
tions seem antiquated. 

Contrast Wesley's ideal of church gov- 
ernment with that dictated by the democ- 
racy which has become the standard in 
other departments of life to-day. How 
would Wesley adjust himself to our ideals? 

Notice Wesley's references to his age and 
to what he attributes his long life and good 
health. 



83 



To be studied. 



STUDIES IN THE OLD TESTAMENT 

CHARLES HERBERT MORGAN AND 
THOMAS EDDY TAYLOR 

The Purpose of the Book 

Note that the book is arranged as a 
study course of twenty-five lessons with 
suggestions for daily use. These studies 
may well be pursued by the student daily 
while working upon other books in the 
course. 

Introduction 

Scan "The Opening Suggestions," noting 
especially the large number of good books 
written on this subject. Note the outline, 
pages 15-17, and have in mind the general 
field covered by the book. Note carefully 
the chronological table, pages 19-22. State 
the comparative values of the two lists of 
dates. 

In each chapter study, read the Scripture 
references given. Keep in mind constantly 
the geography of the land studied. 

Part I. In the Beginning 

Study 1. Give briefly in your own words 
the authors' point of view relative to the 
Genesis story of creation and science. 
Compare the two accounts of the creation 
in Genesis 1 and 2. 

84 



STUDIES IN OLD TESTAMENT 



Study 2. Consider the significance of the 
Eden story. 

Study 3. What are the first names in 
the race record? Note the interpretation of 
the flood. 

Part IL Hebrew Race Fathers 

Study 4 and 5. Note the importance of 
discoveries as throwing light on the age .of 
Abraham. Study that life and the lives of 
Jacob and Joseph. 

Part III. Hebrezv Nation Founders 

Study 6. .Trace the sojourn and the 
exodus. Consider the Mosaic legislation. 
Note the leadership of Moses. 

Study 7. Note the leadership and ac- 
complishments of Joshua. The importance 
of the Tel-el-Amarna tablets, famous for 
the light they throw on biblical history, 
should be carefully noted. 

Part IV. Hebrew Nation Builders 

Study 8. Consider the place of the 
judges in the life and history of Israel. 

Study 9. In what particulars was Sam- 
uel a transition character? How did his 
life and service lead up to the organizing of 
a national Hebrew life? 

Part V. Hebrezv National Life 

Note the character and trace the career 
of Saul, David, Solomon, Rehoboam, and 
Jeroboam. Compare the history of the 
northern and the southern kingdoms. 
Trace the experiences of the exile and the 
restoration. 

85 



DIRECTIONS AND HELPS 



Part VI. Hebrezu Singers and Wisdom 
Writers 

1. The Psalms. Note the part of the 
Hebrew Bible to which the book of Psalms 
belongs ; Jesus' allusion to the Psalms ; 
Temple use of the Psalms ; authorship of 
the Psalms. 

2. Proverbs and the Song of Solomon. 
Characterize the Wisdom Literature of 
the Bible. What collections does the book 
of Proverbs contain? Note that "the book 
of Proverbs discusses practical duties and 
qualities of character." 

3. Job and Ecclesiastes. Note the con- 
tents of the book of Job. What is the 
supreme message of the book? 

Indicate the gist of Ecclesiastes. Who 
was the probable author and what the prob- 
able date? 

Part VII. Hebrew Prophets and Teachers 
Study the work of Elijah and Elisha, of 
Amos and Hosea, of Micah and Isaiah, of 
Jeremiah and Ezekiel, of Daniel and the 
minor prophets. 

Written Work 

Write a paper of about 1,000 words each 
on any two of the following: 
''Hebrew Nation Builders/' 
"Hebrew National Life." 
"Hebrew Prophets and Teachers." 



86 



To be read. 

BEACON LIGHTS OF PROPHECY 
ALBERT C. KNUDSON 

The Author and the Book 

The author of this book is a professor 
in the Boston University School of The- 
ology and one of the leading Bible scholars 
in the Methodist Church. 

The book is a fine interpretation of six 
prophets of the Old Testament. Read 
each chapter carefully and then try to 
answer the following questions : 

Chapter I 

In what way were the Hebrew prophets 
of the Old Testament superior to the 
prophets of the surrounding nations? 
At what two important crises in Hebrew 
history did early prophets appear? What 
was the character of the bands of prophets 
in the days of Samuel? What were the 
dangers which these early prophets faced? 
Micah 3. 5 ; 2 Kings 5. 20. What was the 
character of the so-called false prophets, as 
compared with the true prophets? Read 
1 Kings 22. Name two of the preliterary 
prophets. What kind of a prophet was 
Samuel? What was his national import- 
ance? Tell some fact about the following 
lesser prophets: Nathan; Gad; Ahijah. 

87 



DIRECTIONS AND HELPS 



Read 2 Sam. 12 ; 2 Sam. 24; 1 Kings 11. 29. 
In the life of Elijah enumerate the three 
stories which are most important and 
which vividly picture his work. Were the 
so-called "literary prophets'' primarily 
writers or preachers? Name four of the 
eighth-century prophets who preached just 
before the fall of Samaria. Name four of 
the seventh-century prophets who preached 
just before the fall of Jerusalem. Name 
eight prophets who preached during the 
Babylonian captivity and after. 

What terms in the Old Testament are 
used to designate a prophet? Was the 
chief work of the true prophet to pre- 
dict events or to proclaim God's righteous 
will? What was the difference between 
the Hebrew prophet and the heathen 
diviner? Compare the prophet and the 
priest ; the prophet and the apocalyptist. 

Chapter II 

What great contributions to religion did 
the literary prophets make? Where was 
the home of Amos and in whose reign did 
he preach? Where did Amos preach? 
What one incident is recorded which shows 
his courage? Amos 7. 10-17. What was 
Amos' occupation? What was the condi- 
tion of Israel during the reign of Jeroboam 
II ? What are the three divisions of the 
book of Amos ? What was the message of 
Amos concerning ceremonial religion ? 
Amos 5. 21-24. What were the chief sins 
which Amos denounced? Amos 5. 11; 8. 
5; 2. 7; 5. 12; 2. 6; 8. 6. 

88 



BEACON LIGHTS OF PROPHECY 



Chapter III 

About what time did Hosea preach? 
Do you consider the story of Hosea's 
marriage a literal experience of his home 
or a pure allegory ? Whether it be a literal 
experience or an allegory, what is the in- 
tended teaching about God's attitude to- 
ward Israel? What were the main sins 
which Hosea denounced? Cite a passage 
showing Hosea's conception of the tender- 
ness and love of God. 

Chapter IV 

What were some of the elements of the 
greatness of Isaiah? What is known of his 
home and family? What were some of 
the elements in the call of Isaiah seen in 
the vision of Isaiah 6? What was the 
Syro-Ephraimitic War and its result? 
What five invasions of western Asia did 
the Assyrians make during the life of 
Isaiah ? 

734 b. c. Invaded Syria and northern 
Israel. 

732 b. c. Captured Damascus. 

722-721 b. c. Captured Samaria. 

711 B.C. Captured Ashdod of Philistia. 

701 b. c. Invaded Judaea and threatened 
Jerusalem. 

(Perhaps in 690 again threatened Jeru- 
salem.) 

What was Isaiah's message to King Ahaz 
at the time of the Syro-Ephraimitic War 
and what course did the king pursue? 
What was Isaiah's message to the nation 
at the time of the rebellion of Ashdod con- 

89 



DIRECTIONS AND HELPS 



cerning reliance on Egypt against Assyria? 
What was Isaiah's message about Assyria 
as the rod of Jehovah? What were the 
sins which Isaiah denounced within his 
own nation? What did Isaiah always in- 
sist was the chief need of Judah? On 
what two occasions did Isaiah definitely 
predict that Jerusalem would not be cap- 
tured by foes who apparently could over- 
throw it? Did Isaiah teach as a permanent 
dogma that Jerusalem never could be cap- 
tured? What did Isaiah preach concern- 
ing a "Remnant"? Concerning the 
Messiah ? 

Chapter V 

What was the most significant thing 
about the work of Jeremiah? How does 
it happen that so much is told of the life 
and character of Jeremiah? What is 
known of his early life and his home? 
Compare the call to the prophetic office 
which came to Isaiah and to Jeremiah. 
What international events occurred during 
Jeremiah's life? 

The Scythians invaded western Asia, 
640-612 b. c. 

The Egyptians invaded Palestine and 
slew King Josiah at Megiddo, 608 b. c. 

The Babylonians and Medes captured 
Nineveh, 606 b. c. 

The Babylonians under Nebuchadrez- 
zar defeated the Egyptians at Carchemish, 
605 b. c. 

Nebuchadrezzar captured Jerusalem, 597 
b. c. 



90 



BEACON LIGHTS OF PROPHECY 



Nebuchadrezzar destroyed Jerusalem, 
586 b. c. 

Into what three periods can we divide the 
ministry of Jeremiah? What was the 
character of King Jehoiakim, and the ex- 
periences of Jeremiah during his reign? 
Tell the story of Jeremiah's experiences 
and his main messages during the reign 
of Zedekiah. Which are the chief sins 
w T hich Jeremiah condemned? Note the 
reference for the great statement of Jere- 
miah about the New Covenant. 

Chapter VI 

In what marked way did Ezekiel differ 
from Jeremiah? Was Ezekiel's emphasis 
on ritual and priestly order a decline or a 
benefit in the religion of Israel? Where 
did Ezekiel live during his ministry? 
What change appeared in the character of 
Ezekiel's preaching after the destruction of 
Jerusalem? Name three of the visions of 
Ezekiel which seem most interesting and 
valuable. Mention three of the symbolic 
acts of Ezekiel which seem to you the most 
effective in teaching religious truth. What 
was Ezekiel's motive in preaching his mes- 
sages of doom before the destruction of 
Jerusalem? 

Chapter VII 

Why did Bible students conclude that 
the w r onderful chapters of Isaiah 40-66 
were written as late as the exile? Is there 
any reason to conclude that the writer tried 
to pass these chapters off as the work of the 

9i 



DIRECTIONS AND HELPS 



great Isaiah of the eighth century? Cite 
some of the most beautiful passages of 
hope and comfort found in Isaiah 40-66. 
Compare Amos, Hosea, Isaiah, Jeremiah, 
Ezekiel and Deutero-Isaiah as to the em- 
phasis each one gives in his representation 
of God: 

Amos stressed the righteousness of God. 

Hosea, his love. 

Isaiah, his sovereignty. 

Jeremiah, his intimate relation to the 
soul of man. 

Ezekiel, his holiness. 

Deutero-Isaiah, his creative power, tran- 
scendence and eternity. 

Find one of the most striking passages 
showing this prophet's picture of Jehovah 
as Creator. Select two of the finest sen- 
tences which picture Israel as the servant 
of Jehovah. What are some of the ex- 
planations of the Suffering Servant, espe- 
cially seen in the 53d chapter? Select one 
of the most sublime sentences in Isaiah 
which shows that God is God of all the 
earth and that salvation is for all nations. 



92 



DOCTRINES AND DISCIPLINE OF 
THE METHODIST EPISCOPAL 
CHURCH FOR 1920 

(With Special Reference to the Twenty- 
five Articles) 

The Importance of this Study 

The Discipline contains the Constitution 
(including the Articles of Religion), the 
Laws, and the Ritual of the Methodist 
Episcopal Church, and embodies official in- 
formation regarding its organizations and 
institutions. It is, therefore, essential that 
every worker in our church should mas- 
ter this book. 

It will be observed that the Directions 
and Helps prepared for the study of the 
Discipline are of very considerable size. 
Aside from the importance of the subject, 
there are various reasons for this, (i) 
Considerable historical explanation is 
necessary to show the real significance of 
certain portions. (2) A large part of the 
Discipline is given to the constitution and 
laws of the church. The book itself con- 
tains no explanation of these or commen- 
tary upon them. This is supplied by these 
Helps. (3) As elsewhere, these Helps are 
intended to aid the student in her study. 
The student will have two questions in 
particular about the materials in the Disci- 

93 



DIRECTIONS AND HELPS 



pline : What does this mean ? And what 
ought I to know? The explanatory mat- 
ter of these Helps seeks to answer the 
former query. The second is met by the 
detailed questions that are given on each 
section. These bring out the points which 
the student should know. 

Books for Supplementary Study 

For further study consult: 

History and Exposition of the Twenty- 
five Articles of Religion of the Methodist 
Episcopal Church. By Henry Wheeler. 

The Essentials of Methodism. By 
Francis J. McConnell. 

The Membership Manual (or Proba- 
tioner's Manual). 

Required Work 

Write out carefully in your note book 
for inspection of the examiner the answers 
to the questions in each section. 

The Historical Statement 

The first paragraph of the Historical 
Statement embodies an unqualified recog- 
nition of the genuineness and value of 
other branches of Christ's Church. Then 
it touches on five main points : ( I ) The 
convictions which started the Methodist 
movement. (2) The beginnings of Ameri- 
can Methodism in New York and Virginia. 

(3) Wesley's cooperation and supervision. 

(4) The change of government necessi- 
tated by the American Independence. (5) 
The manner in which the Methodist Epis- 

94 



DOCTRINES AND DISCIPLINE 



copal Church was organized and its ex- 
traordinary success. 

The Historical Statement closes with 
two notable paragraphs, setting forth (i) 
the difference between essentials and non- 
essentials in a Christian Church, and (2) 
the way in which the Methodist Episcopal 
Church regards its rules and organization. 

For the benefit of those candidates who 
do not have access to a history of the Disci- 
pline, a few supplementary facts are sub- 
joined. 

Origin and History of the Discipline 

The two vital features of Methodist 
polity, according to Bishop Tigert, are ( 1 ) 
a superintending and appointing power; 

(2) a consulting body called the Confer- 
ence. 

In England Mr. Wesley was absolute 
ruler of the "Societies" which he organized. 
He made and executed all rules and regu- 
lations, he received and excluded both 
preachers and members at his will, he con- 
trolled all chapels, he stationed and changed 
the preachers as he saw fit. It was a sys- 
tem of personal government by the father 
of the movement. 

The system of Conferences also started 
with Wesley. He called together his preach- 
ers in 1744 for a "Conference." It was 
made up of six clergymen and four lay 
preachers. At this meeting and others fol- 
lowing, certain questions were discussed : 
(1) What to teach; (2) How to teach; 

(3) Where to teach. The exchange of 

95 



DIRECTIONS AND HELPS 



views was untrammeled, but Wesley him- 
self made all the decisions. Thereafter such 
Conferences were held annually and a 
record of the decisions as to doctrine and 
order was kept in the form of questions 
and answers. These Minutes formed the 
first "Discipline," and every Methodist 
preacher was under obligation to preach 
the doctrines and to enforce the order con- 
tained in them. Later (1753-1789) Wes- 
ley published a summary of the doctrines 
and the discipline contained in the Annual 
Conference Minutes. This was called "The 
Larger Minutes," and they in turn became 
the authority as to both doctrine and disci- 
pline for all the societies. 

Methodism was started in America in 
1766 by local preachers. These soon felt 
the need of regular preachers and of the 
guidance and cooperation of Wesley, and 
in 1768 Thomas Taylor, an influential lay- 
man, and others asked Wesley for aid. He 
at once sent to America Joseph Pilmoor, 
Richard Boardman, Robert Williams, and 
John King, and in 1771 Francis Asbury 
and Richard Wright. Wesley found it im- 
practicable personally to administer the 
affairs of the American Societies 3,000 
miles away, so in 1772 he appointed Asbury 
"Assistant Superintendent." Later when 
Thomas Rankin came to America (1773), 
Wesley appointed him "Superintendent of 
the American Societies." Apparently As- 
bury and Rankin expected to exercise the 
same control and authority over the so- 
cieties in America that Wesley wielded in 

96 



DOCTRINES AND DISCIPLINE 



England, but this was impossible, as the 
development of the Conferences will show. 

The first American Conference was held 
in Philadelphia in 1773 with ten ministers 
present. They at once recognized the au- 
thority of Mr. Wesley and accepted "The 
Minutes" as their sole rule of conduct. 
After Rankin returned to England in the 
midst of the Revolutionary War, the Con- 
ferences requested Asbury to act as "The 
General Assistant in America." This was 
one of the first independent actions of the 
American Conferences. 

The Revolutionary War partly alienated 
the Methodists of America from those of 
England. All the English preachers ex- 
cept Asbury returned home. Even Wes- 
ley's influence was seriously impaired for a 
few years. In America, as in England, 
Wesley did not at first desire Methodism 
to be an independent church. He expected 
the members of his societies to receive the 
sacraments from the Anglican clergymen. 
But during and after the war there were 
very few Church of England clergymen in 
the land, and in large sections there was 
no one to administer baptism and the 
Lord's Supper. In this dilemma the preach- 
ers in the South of their own accord ad- 
ministered the sacraments ; those of the 
North refrained from doing so because Mr. 
Wesley did not sanction it. A schism 
seemed imminent, but after much discus- 
sion and contention the southern preachers 
consented to discontinue this practice for 
a year until Mr. Wesley could be consulted. 

97 



DIRECTIONS AND HELPS 



In this crisis, when the American Meth- 
odists appealed to Wesley, he at length took 
the important step of arranging for the 
organization of Methodism in America as 
an independent church. He decided that 
in this emergency he was justified, as a 
presbyter in the Church of England, in 
setting apart Dr. Thomas Coke, a presbyter 
of the Church of England, as a superin- 
tendent, and in ordaining Richard What- 
coat and Thomas Vasey as presbyters for 
the work in America. This was done in 
November, 1784. Dr. Coke, with these 
brethren, landed in New York with a letter 
of instructions appointing him and Francis 
Asbury "to be joint superintendents over 
our brethren in America, " and on Decem- 
ber 24 the famous "Christmas Conference" 
met at Baltimore to organize the Methodist 
Church in America. 

About sixty of the eighty-nine Methodist 
preachers in America were present at this 
Conference. Mr. Wesley's letter was read 
and approved. The Conference adopted the 
name "The Methodist Episcopal Church," 
and determined to have superintendents, 
elders, deacons, and helpers. Everything 
was decided now, not by the superintend- 
ent, but by a majority vote of the Confer- 
ence. Mr. Asbury refused to accept the 
superintendency simply on Wesley's ap- 
pointment, and both he and Dr. Coke were 
unanimously fclected by the Conference. 
This Conference adopted Wesley's "Sun- 
day Service," likewise a collection of 
"Psalms and Hymns for the Lord's Day" 

98 



DOCTRINES AXD DISCIPLINE 



and "Twenty-five Articles of Religion, " 
and ordained thirteen elders besides Mr. 
Asbury. 

The First Discipline 

"The Larger Minutes" of the English 
Conference and the Minutes of the Ameri- 
can Conferences had for some years been 
recognized as the standard authority of 
American Methodists. At the Christmas 
Conference the Larger Minutes were 
carefully revised and adapted to the use 
of the new organization and, thus modified, 
they became the first Discipline. 

In this manner was the Methodist Epis- 
copal Church organized and the passage 
made from personal government to govern- 
ment by Conference. 

But the transition was not yet complete, 
for in the answer to Question No. 2 the 
church still recognized the authority of 
Wesley, and this led to some misunder- 
standings. When, three years later, Wes- 
ley attempted to appoint Richard What- 
coat* a superintendent in addition to Coke 
and Asbury, the Conference refused to re- 
ceive him as such and omitted Question 
No. 2 entirely and "left Mr. Wesley's name 
out of the Minutes. " This declaration of 
independence for a short time caused con- 
siderable controversy. 

Other difficulties arose from the fact 
that as yet the organization was embryonic 
and defective, failing to define the powers 
and limitations of the superintendency and 
of the Conferences. The authority of the 

99 



DIRECTIONS AND HELPS 



general superintendents, or bishops, was 
not determined. No provision was made 
for a General Conference. The Annual 
Conferences were formed and convened 
by the general superintendents as the latter 
saw fit. These Annual Conferences passed 
on all questions brought before them, but 
it required the concurrence of all of the 
Conferences in order to make any law or 
policy binding. This plan proved wholly 
impracticable. Asbury then organized, 
with the consent of the Conferences, a 
Council consisting of the bishops and pre- 
siding elders, which body was to take up 
and decide, with the concurrence of the 
Annual Conferences, questions of general 
interest. This arrangement proved so un- 
satisfactory that after two sessions it was 
abandoned. Finally, at the request of the 
Annual Conferences, a General Conference 
of all the ministers was called in 1792. 
This authoritative body decided that in the 
future a General Conference should be held 
every four years, and that the General Con- 
ference alone should elect bishops • and 
make laws for the church. All traveling 
preachers were members of this first Gen- 
eral Conference. When, however, the 
ministers steadily increased in numbers 
and became widely scattered, membership 
in the General Conference was restricted. 
In 1796 all those who had traveled two 
years or more belonged to the General Con- 
ference; in 1800 those who had traveled 
four years. In 1812 the first delegated 
General Conference met, consisting of 



100 



DOCTRINES AND DISCIPLINE 



delegates chosen by the Annual Confer- 
ences. 

During the first eighty-eight years of her 
history all the authority and power of the 
church inhered in the preachers, and the 
General Conference was made up exclu- 
sively of ministers. In 1872 laymen were 
admitted into the General Conference, and 
in 1900 they were granted equal represen- 
tation with the ministers. 

Thus by gradual steps, during a century 
and a half, the Discipline was developed. 
Every part of it, with the exception of the 
Constitution, has been reviewed and re- 
vised more or less each quadrennium. It 
is therefore the result of the cumulative 
experience and practice of the church 
throughout its existence. 

Questions 

Does Methodism claim to possess the 
doctrines and spirit of the primitive 
church? Does it deny similar claims of 
other communions? 

What were the basic convictions of the 
founders of Methodism? 

What was the origin of the "United So- 
cieties" in England? 

How, where, and when was Methodism 
started in America? 

Who superintended the work in 
America ? 

What brought about the separation of 
American Methodism from English Meth- 
odism, and how was this separation con- 
summated ? 

101 



DIRECTIONS AND HELPS 



What important actions were taken by 
the Christmas Conference? 

What is the purpose of the Discipline? 

Give the main divisions of the Discipline 
and the principal subjects treated in each 
division. 

The Constitution 

Those parts of the Discipline which the 
General Conference by itself cannot alter 
form the Constitution of the church. Such 
a Constitution was adopted in 1808, but 
it was not thus designated until its revision 
in 1900. It now forms the first general 
division of the Discipline. 

The Constitution covers matters of faith, 
conduct, and government. The first sec- 
tion, dealing with Christian doctrine, con- 
tains the Twenty-five Articles of Religion. 
The second, regulating conduct, embodies 
the General Rules. The third sets forth 
the Articles of Organization and Govern- 
ment. 

The Constitution 

When and how did the church set forth 
and ordain its Constitution? 

Of what parts or divisions does the Con- 
stitution consist? 

The Articles of Religion 

The Significance of Creeds and Confessions 
Before beginning the study of this creed 
of our own church, it is well to stop and 
ask the origin and use of creeds in the 
Christian Church. The word "creed" 
102 



DOCTRINES AND DISCIPLINE 



comes from the Latin credo, meaning "I 
believe." A creed is therefore a statement 
of faith. 

1. Naturally the individual confession 
of religious faith comes first. Such are 
Peter's great confession at Caesarea Phi- 
lippi, "Thou art the Christ" (Mark 8. 29) ; 
Paul's great and comprehensive phrase 
when he speaks of "the God and Father of 
our Lord Jesus Christ"; and the simple 
word of faith that Jesus taught his disciples 
to use in prayer, "Our Father." Formally 
adopted creeds, or statements of faith, are 
not found in the New Testament. 

2. Next we note the presence of such 
confessions of faith in the forms of public 
worship. What was more natural or inevi- 
table than that the church at worship 
should speak forth its faith in psalm or 
hymn or other form? Psalm 95 was thus 
used by the early church, and the noble 
chant Te Deum Laiidamns goes back to 
very early years (numbers 728, 729, Meth- 
odist Hymnal). The Gloria Patri in our 
Order of Public Worship, and the Gloria 
in Excelsis and Tersanctus of our Com- 
munion Service, are other notable examples 
coming also from the ancient church (742, 
741, 737, Methodist Hymnal). It is not 
unlikely that 1 Tim. 3. 16 is a quotation 
from an ancient hymn or- chant of the 
church, which bore this character of a con- 
fession of faith. (Note the form in which 
it is printed in the American Standard 
Revision.) 

3. At the same time the church very 

103 



DIRECTIONS AND HELPS 



early found need for a simple statement of 
its faith to use in instructing those who 
came to it asking admission, as well as to 
disclose the agreement of such candidates 
with the faith of the church. This is the 
origin of the so-called Apostles' Creed, 

4. The later and more elaborate creeds 
of the church had their origin largely in 
periods of controversy. This is especially 
true of the Nicene and Athanasian Creeds, 
in which the early church considered the 
doctrines of the Person of Christ and the 
Trinity. As false or imperfect doctrines 
arose, the church was compelled to define 
her position and to condemn what she ad- 
judged erroneous. The first four of our 
own Articles go back for their substance to 
these ancient creeds. 

5. Sometimes creeds have been put forth 
for an apologetic purpose, that is, to set 
forth the faith of a given body of Chris- 
tians as over against misunderstandings 
and false accusation. This was done, for 
example, at the time of the Reformation, 
when the reformers were wrongly accused 
of sweeping everything away. The Augs- 
burg Confession (Lutheran) is the most 
notable of these Reformation creeds. Meth- 
odism was wrongly accused at the begin- 
ning in just this way. 

6. Finally, creeds are used as standards 
of correct teaching or belief. Their main 
use as such is commonly in connection 
with the ministry of the church. In the 
Anglican Church, for example, those seek- 
ing orders must subscribe to the Thirty- 

104 



DOCTRINES AND DISCIPLINE 



nine Articles, but not the laity. The situa- 
tion is similar in the Presbyterian Church. 

John Wesley's position on this point 
is set forth by Stevens in his History of 
Methodism, which is studied later in this 
Course. Wesley said : "Is a man a believer 
in Jesus Christ, and is his life suitable to 
his profession? are not only the main, but 
the sole inquiries I make in order to his 
admission into our society." "I have never 
read or heard of, either in ancient or mod- 
ern history, any other church which builds 
on so broad a foundation as Methodists do ; 
which requires of its members no con- 
formity either in opinions or modes of 
worship, but barely this one thing, to fear 
God and work righteousness. " But, as 
Stevens also points out, this does not mean 
that he was opposed to creeds "as con- 
venient summaries of theology; nor as 
indicatory standards of belief in religious 
communions" (Stevens, History of Meth- 
odism, II, 388f., 438f.). 

The Origin of the Twenty-five Articles 

The Twenty-five Articles of Religion 
are the only formal statement of doctrine 
that we have in the Methodist Episcopal 
Church. Their character must be under- 
stood in the light of their history, which 
will explain their significance as well as 
certain limitations. Moving backward, we 
come first to the Christmas Conference of 
1784 at which the Methodist Episcopal 
Church was organized. This Conference 
received from Mr. Wesley twenty-four 

105 



DIRECTIONS AND HELPS 



articles of religion, to which they added 
one, "Of the Rulers of the United States 
of America." 

These articles Wesley himself had de- 
rived from the Thirty-nine Articles of the 
Anglican Church. It is interesting to note 
the changes which Wesley made. First of 
all he reduced the Articles to twenty-four. 
In addition to this he made changes in the 
Articles which he retained. Fifteen of 
the Thirty-nine Articles have been left out 
of our twenty-five altogether, while not 
more than eight are retained without some 
change. Some of the omissions and 
changes are very significant. Consult 
Wheeler, Exposition of the Twenty-five 
Articles. 

In tracing backward this history, we 
come next to the origin of the Thirty-nine 
Articles of the Church of England. These 
were formed in the time of the English 
Reformation. They are the result of labors 
and agitation extending through a period 
of thirty-five years, from 1536 to 1 571, 
when they were finally approved in their 
present form. They are a noble monument 
of Christian faith and Christian spirit, re- 
flecting in their character, however, the 
conditions under which they arose. 

In Germany the Reformation began as 
a distinctively religious movement, though 
bringing political consequences in its train. 
In England the beginning was more politi- 
cal than religious, though the religious 
movement followed. As a result there was 
less of original theological thought in Eng- 

106 



DOCTRINES AND DISCIPLINE 



land and more regard for practical con- 
siderations. Though England had fur- 
nished Wiclif, the great reformer before 
the Reformation, in the Reformation 
period itself her leaders were content to 
follow the Lutheran, Calvinistic, and Re- 
formed leaders of the Continent. But they 
did not follow any one of these parties 
blindly. They wanted to preserve the reli- 
gious unity of England. They preferred to 
be conciliatory and avoid all unnecessary 
strife ; at the same time they wished to 
assert the Protestant faith and abjure the 
clear errors of the Roman Church. 

The Thirty-nine Articles are the result 
of all this. They are clearly and definitely 
Protestant in their spirit; and yet, like the 
Book of Common Prayer, they cling to all 
the old that can be retained. As between 
the different Protestant parties in the Ref- 
ormation on the Continent, the Articles do 
not follow any one exclusively, but show 
the influence of all : of Luther and Me- 
lanchthon, of Calvin and of Zwingli. This 
spirit of breadth and conciliation has made 
it possible for men and parties of quite di- 
verse attitudes to remain within the Angli- 
can Church. We can understand, too, how 
it might have been possible, if the Anglican 
leaders in Wesley's day had been wiser, for 
the Methodist movement, at least in the 
main, to have remained within the mother 
church in England. 

One step further needs to be taken in 
this history; we must go back to the an- 
cient creeds of the church long before the 
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DIRECTIONS AND HELPS 



Reformation. While a large part of the 
Thirty-nine Articles concerns the contro- 
versy between Protestantism and the Ro- 
man Church, none of the great leaders of 
the Reformation had any thought of cut- 
ting loose from the great creeds of the 
ancient church like the Apostles' Creed, 
the Nicene Creed, and the Athanasian 
Creed. In these creeds were defined in 
particular the position of the church con- 
cerning the person of our Lord and the 
doctrine of the Trinity. On these points, 
therefore, our own Articles go back first to 
the Anglican Articles, second to such Ref- 
ormation creeds as those of Augsburg and 
Wiirttemberg, from which the English re- 
formers took their wording, and finally to 
the creeds of the early church. 

The Character of the Twenty-five Articles 

This brief history will help to make plain 
the character of our own Articles, which 
may be set forth in three points. 

1. In certain important doctrines our 
Articles set forth the common faith of 
Christendom. Methodism is not divisive or 
separatist. It shares the great historic 
faith. It is a part of catholic Christianity 
(not "Roman Catholic" ; catholic means 
universal, and the Roman Church has no 
right to arrogate to itself this term). 

2. Because the Thirty-nine Articles 
originated in a time of controversy, they 
are largely polemic. The primary aim was 
not to set forth a full statement of the 
Christian faith, but to define the position 

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DOCTRINES AND DISCIPLINE 



of the English Church on disputed points 
and to denounce certain errors. Some of 
these controversial articles were omitted 
by Mr. Wesley, but most of them were 
retained. Articles 5, 9-1 1, 13-16, and 18-21, 
twelve in all, are directed specifically 
against errors of the Roman Church. The 
student must therefore remember that the 
Articles were drawn up originally for a 
special purpose and thus do not cover the 
whole field of important Christian truth. 

3. This leads to the third fact : The 
truths which Methodism has constantly 
emphasized in her preaching receive no 
special statement in our Articles. In his 
Essentials of Methodism, for example, 
Bishop McConnell discusses Conversion, 
Entire Sanctification, Childhood Religion, 
and The Witness of the Spirit. Methodism 
has never sought to state these or other 
characteristic doctrines in an authoritative 
creed. This does not mean, however, that 
Methodism is indifferent to these truths or 
that she has no adequate statements of 
them. They are to be found particularly in 
the Sermons of Wesley, his New Testa- 
ment Notes, and his other writings. 

We do not, therefore, look to the Twenty- 
five Articles for a full statement of Chris- 
tian doctrine, nor for a statement of the 
special truths which we Methodists have 
emphasized. They are, however, a great 
statement of ecumenical doctrine on the 
one hand, and of the distinctive Protestant 
position on the other. Some years ago 
Bishop Vincent drew up a statement of Ten 
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DIRECTIONS AND HELPS 



Doctrines of Grace Which Methodists Be- 
lieve and Teach. They are given in the 
Membership Manual {Probationer s Man- 
ual), p. 93, and will be found interesting 
and valuable. Bishop Vincent's aim was 
not to set forth a complete creed, but 
simply to give a statement of the special 
points emphasized by Methodists. 

The Place of the Articles in the Church 

The Articles are the standard which sets 
forth the general doctrinal position of the 
church as indicated above. This has been 
their place since their adoption in 1784, and 
they are not subject to change. In 1864 
it was decided to adopt a form for the 
reception of members (no fixed form hav- 
ing previously been employed), and the 
following question was inserted : Do you 
believe in the doctrines of the Holy Scrip- 
tures as set forth in the Articles of Reli- 
gion of the Methodist Episcopal Church? 
This remained the rule until 1916. The 
General Conference of 191 6 authorized the 
use of two forms for the reception of mem- 
bers. In one of these forms the question 
above quoted is retained. In the other 
form, which is entitled "Form for Receiv- 
ing Children as Members of the Church," 
the question is omitted, the following be- 
ing substituted: "Do you receive and pro- 
fess the Christian Faith as contained in 
the New Testament of our Lord Jesus 
Christ ?" 

Although the former question is no 
longer asked at the reception of children 
no 



DOCTRINES AND DISCIPLINE 



into the church, this does not mean that 
instruction in the Articles of Religion is 
to be omitted. They remain the doctrines 
of the church concerning which its mem- 
bers should be informed. Such instruction 
will naturally be adapted to the understand- 
ing of those of younger years, as indeed 
of those who are older. Some articles are 
more important than others, and in all of 
them the practical and vital values should 
be brought out for those under pastoral in- 
struction. 

The Articles Explained 

The Roman numerals below indicate the 
number of the article in question. The 
student will find it an excellent plan to 
write out the meaning of each article in her 
own words, and then to try to put the sub- 
stance of each article into a single sentence. 

I. The center of every creed and the 
ground of all faith is God. Note the items 
in this article. ( i ) The unity of God. 
Christian faith agrees here with the ancient 
Jewish faith (Deut. 6. 4; i Cor. 8. 4). The 
doctrine of the Trinity does not mean three 
Gods. (2) The nature of God: he is spirit 
(contrast, for example, Mormonism in our 
own day) ; he is all powerful (maker and 
preserver of all things) ; he is perfect wis- 
dom. (3) The character of God: he is all 
goodness, such goodness as we see revealed 
in Christ and expressed in the word Father. 
(4) This God is a triune God ; this one God 
has revealed himself to us as Trinity : 
Father, Son, and Holy Spirit. 

in 



DIRECTIONS AND HELPS 



It should be noted that for the Christian 
this Trinity is not a matter of speculation 
or logical argument, but rests back upon 
experience. It is because God has come to 
us in his Son, whom we know as Saviour 
and Lord, and because he gives himself to 
us as a living Presence in his indwelling 
Spirit, that we confess our faith in one God 
as Triune. The article states the simple 
fact of this faith, but gives no theory. 

II. This article is primarily concerned 
with the person of Christ, though it refers 
also to his work. The Christian Church 
has ever been convinced of two great facts : 
the divinity of our Lord and his humanity. 
When men have tried to set this forth in 
doctrine, however, there has been a two- 
fold danger. Some have insisted upon his 
humanity in such a way as to endanger the 
truth of his divinity. Such, for example, 
was Arius, who would have made of Jesus 
a semi-divine being, half-way between God 
and man. On the other hand were those 
who felt that in order to retain the divinity 
of Jesus they must minimize his humanity. 
Sometimes they even reduced it to a mere 
appearance, or show, declaring that be- 
cause Christ was divine he did not really 
suffer and die. 

This article opposes both these errors. 
Like the first article, it gives no theory but 
simply insists that Christ was the eternal 
Word of the Father who became man, and 
that he did, for our sins, truly suffer and 
die and rise again ; that he is forever truly 
God and truly man. The work of Christ 
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DOCTRINES AND DISCIPLINE 



is spoken of here as reconciliation, the 
making at one (at-one-ment) of God and 
man. 

III. The doctrine of the resurrection of 
our Lord is so important for Christian 
faith that it is repeated here with special 
emphasis. With this is joined the declara- 
tion that true humanity belongs to the risen 
and ascended Lord, and that he shall be the 
judge of all men. Article III of the 
Anglican Creed, which declares that he de- 
scended into hell, is here omitted. 

IV. This article turns now to the third 
Person of the Trinity. Here is one point 
in which the western (Roman Catholic) 
Church had differed from the Greek 
Church. The latter asserted that the Holy 
Spirit proceeded from the Father. The 
former felt that it was necessary, in order 
to maintain the unity of the Godhead and 
the full divinity of Christ, to assert the 
procession of the Spirit from both Father 
and Son. The Reformers followed the 
Roman Church. 

V. Here is one of the fundamental prin- 
ciples of the Reformation. The plain man 
may go to the Scriptures himself and find 
the way of life. He needs no priest to show 
him to God, nor may he be compelled to 
accept creed or form upon the mere au- 
thority of any ecclesiastical organization. 
The canonical books of the Old Testament 
are here specified so as to exclude the 
Apocrypha, which the Roman Catholic 
Church included. 

VI. Here are set forth the value of dig- 

113 



DIRECTIONS AND HELPS 



nity of the Old Testament and its relation 
to the New Testament, correcting an an- 
cient error. 

VII. This is a very moderate statement 
of the cardinal doctrine taught by Augus- 
tine and controverted by Pelagius (A. D. 
400), namely, the fact of the depravity of 
human nature and its tendency to evil. 

VIII. This article does not so much deal 
with freedom of the will as with the neces- 
sity of divine grace. Methodism has, it is 
true, held to the freedom of the will as 
against Calvinism. But while we may re- 
ceive or refuse the grace of God, alike the 
willing of the good and the doing of it are 
the work of God's grace in us. The article 
is aimed at the error, which goes back to 
Pelagius, that man of his own strength 
can obey and please God. 

IX. Here is the great doctrine of Paul 
upon which the Reformers so strenuously 
insisted. It is important that we see how 
these conceptions of grace and faith go to- 
gether. (1) "By grace have ye been saved 
through faith" (Eph. 2. 8), is Paul's word. 
Salvation by grace means that it is through 
God's free gift, and that alone, that we are 
accepted of him and received into the fel- 
lowship of his Son and are given the new 
life in our hearts. (2) When we say 
"through faith," we mean first of all, as 
Paul says, that it is not by works ; it is not 
by what we do or by what we deserve that 
we are saved. Faith is the only condition. 
What is this faith? It is not the holding 
of some doctrine as true, not even our be- 



114 



DOCTRINES AND DISCIPLINE 



lieving that the teachings and the promises 
of the Bible are true. That might be simply 
of the mind, and faith includes the heart 
and the will. Rather it is trust in God and 
surrender to him because of a convic- 
tion which he has wrought in our hearts. 
This personal trustful surrender is the con- 
dition upon which God saves, it is the 
open door of the heart through which he 
comes in. 

From this the doctrine of the Roman 
Church differs. For the Roman Church 
faith is the habit or virtue by which we 
assent to the truths of revelation. It is an 
act of the will by which truths are agreed 
to, not the trust of the soul which issues 
in a surrender of life ; it is a more or less 
blind obedience to authority. For Prot- 
estantism it is the free surrender of the 
soul compelled not by the authority of 
church or creed or book, but by the inner 
conviction of God's own Spirit. The Ro- 
man Church differs too as to the condition 
of Justification. For it faith alone is not 
sufficient, but a faith that has attained to 
charity and good works and that is accom- 
panied by the sacrament of baptism or 
penance. 

X. Though we are justified by our 
works, yet true faith must issue in a holy 
and fruitful life. If faith be such a sur- 
render to God, then of necessity the whole 
life must be changed by the Spirit of God 
to whom faith has opened the heart. This 
article is aimed against antinomianism : 
the idea that because a man is justified by 

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DIRECTIONS AND HELPS 



faith alone he is therefore absolved from 
all keeping of the law. Wesley was espe- 
cially alert against this error, and insistent 
upon the demand of holiness of life. 

XI. This article condemns the vicious 
Merit system of the Roman Catholic 
Church, on wmich the sale of indulgences 
and other abuses were based. The Roman 
Church taught that by such works of the 
saints, beyond what was required, a store 
of merit had been laid up ; that this was at 
the disposal of the church and would be 
turned (for a consideration) to the benefit 
of those in need. 

XII. As early as the second century the 
Montanists denied that those who willfully 
sinned after baptism could be restored by 
grace. Constantine and many others de- 
ferred baptism until the hour of death on 
account of this idea. 

XIII. Here is a Protestant definition of 
the church in opposition to the contention 
that there could be no valid church apart 
from the Roman Catholic communion. 

XIV and XV. Well-known practices 
and teachings of the Roman Catholic 
Church are here controverted. 

XVI. This is a view of the sacraments 
that lies between those of Zwingli and 
Luther. It opposes sharply the Roman 
Catholic extension of the sacraments to 
seven, and the superstitious "adoration 
of the mass," in which the elements of 
bread and wine are worshiped as being 
divine. 

XVII. The sacramental significance of 

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DOCTRINES AND DISCIPLINE 



baptism is affirmed, and infant baptism 
defended. 

XVIII and XIX. These articles echo the 
great sacramental controversy. Transub- 
stantiation was the teaching of Rome, the 
doctrine that by the word of the priest in 
the ceremony of the mass the bread and 
wine were actually changed into the body 
and blood of Christ, thus repeating the 
sacrifice upon the cross. With this went 
certain abuses. One was the idolatrous 
worship of the host, that is, the bread, 
which was lifted up and carried about for 
this purpose. Another was the refusal of 
the wine to the laity. When the wine was 
looked upon as being the actual blood of 
Christ, there arose a superstitious fear of 
irreverence that might occur through the 
spilling of even a drop of this. So neither 
the laity nor the other priests present, but 
only the officiating priest, partook of it. 

The Lutheran doctrine was that of con- 
substantiation, not that the substance of 
the bread and wine was changed into the 
substance of the body and the blood, but 
that the two substances were present to- 
gether in the bread and the wine. This and 
other extremes of Luther are not followed, 
the position taken being rather that of 
Calvin. Christ is spiritually present, and 
it is spiritually that we partake of him. 

XX. According to the Roman doctrine 
just stated, every time the mass was cele- 
brated the priest repeated the offering or 
sacrifice of Christ in an ever renewed 
miracle. Moreover the people were taught 



DIRECTIONS AND HELPS 



that it was profitable to secure the per- 
formance of private masses by the priests, 
where no one participated but the priest 
himself, and that these would bring an 
earlier release from purgatory for their 
friends. By this plan large sums of money 
were secured from the people. This article 
declares that Christ by his death once for 
all secures the redemption of man from 
sin, that naught else is needed, and that 
there is no repetition of this sacrifice. 

XXI. This article protests against the 
Roman Catholic doctrine of the celibate 
priesthood. 

XXII. The principle laid down in this 
article is of great importance, and is as- 
serted here against various extreme posi- 
tions. For the Roman Catholic Church, 
and for "High Church" men generally, the 
exact form of certain rites and ceremonies 
is of vital importance. As a consequence 
there has been the effort to impose absolute 
uniformity. Further we know that certain 
other bodies of Christians have found a 
reason for separating themselves in similar 
matters as, for example, the question of 
keeping the seventh day as Sabbath, or the 
mode of administering baptism. At the 
other extreme are those who reject all 
rites and forms or who insist that each 
individual may act here for himself. 

In our own church, conformable with 
this article, we have adopted certain forms 
and orders such as are contained in our 
ritual, following for the most part ancient 
and established custom but asserting our 
118 



DOCTRINES AXD DISCIPLINE 



right to determine our own course in this 
matter. These forms we require our minis- 
ters to follow, in order that all things may 
be done decently and in order in the church. 
(See especially the Note, page 407, Disci- 
pline of 1920.) At the same time we recog- 
nize that such forms are not ends in them- 
selves or sacred in themselves, but are here 
as instruments for the promotion of the 
life of the Spirit and the extension of the 
kingdom. (See last two paragraphs of the 
Historical Statement of the Discipline.) 
For this reason we allow our members a 
choice in the mode of baptism, as well as in 
the posture in which the holy communion 
is received, recognizing that it is the spirit, 
and not the letter, that gives life. 

XXIII. This article was added by the 
Christmas Conference to those sent over 
by Wesley. 

XXIV. Certain Anabaptist leaders 
(though by no means all) in the Reforma- 
tion period held that Christianity required 
communism, that is the common ownership 
of all goods. They thought this was indi- 
cated by Acts 2. 44, 45. The teaching is 
denied by this article. While the language 
in these verses of Acts is rather sweeping, 
it is apparent that there was no general rule 
here and certainly no enforced order. Un- 
der the impulse of a great enthusiasm and 
devotion, certain disciples sold their pos- 
sessions and turned over the proceeds to 
the church for the good of all. It was not 
practiced elsewhere, it was not practiced 
in Jerusalem by all, it soon died out, and 

119 



DIRECTIONS AND HELPS 



under no circumstances could it be con- 
strued as a rule for all time. 

This article declares the Christian duty 
of benevolence. The church, however, has 
gone far beyond this in its teaching to-day. 

XXV. By some early Christians, as well 
as in later times, the taking of an oath was 
considered a violation of the Lord's word, 
Matt. 5. 33-37. This article repudiates 
"vain and rash swearing," but declares that 
it is allowed a Christian' to testify under 
oath before a magistrate. The reference to 
the prophet is to Jeremiah (4. 2). 

Questions and Suggestions 

1. What are the different uses of creeds? 

2. What is the origin of our Articles of 
Religion? Their content? 

3. Characterize and define our Articles 
of Religion in relation (1) to the historic 
faith of catholic (universal) Christianity; 
(2) to Protestant doctrine; and (3) to the 
doctrines especially emphasized by Meth- 
odism. 

4. What is the function of these articles 
in the economy of our church? 

5. Study carefully each article and the 
comment and explanation offered. 

6. Test your knowledge of each article 
in turn. Ask yourself these questions. 
What does this article mean ? What errors 
are combated? What truth is asserted? 

The General Rules 

From every point of view Division II, 
which presents the General Rules, de- 
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DOCTRINES AND DISCIPLINE 



serves careful study. Consider first their 
origin. They date back to the very 
beginning of Methodism. The first Meth- 
odist society was a little group of people 
who earnestly desired to lead a Christian 
life, and who to this end asked Mr. Wes- 
ley's advice and help. Mr. Wesley arranged 
to meet them once a week. From this, little 
company the Methodist societies multi- 
plied — not as a church or as churches in 
the ordinary sense, but little groups united 
to "help each other work out their salva- 
tion/' These groups became classes, each 
with its leader, whose principal duty was 
not so much to hold a meeting as to watch 
over his members and help them. 

"The General Rules" were drawn up but 
a few years after the organization of the 
first class. The entrance to these "classes," 
or societies, had been made very wide. 
Candidates might be members of the 
Anglican Church, of any other church, or 
of no church. The condition of member- 
ship was simply this, "a desire to flee from 
the wrath to come, and to be saved from 
their sins." But those wdio continued in 
these societies were expected to show the 
sincerity of their purpose by the character 
of their life, and to this end the Rules were 
drawn up. They were accepted by the 
Methodist Episcopal Church at its organi- 
zation, were inserted in the Discipline in 
1789, and are now a part of the permanent 
constitution of the church. 

Consider second the significance of these 
rules as a witness to the spirit of Meth- 
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DIRECTIONS AND HELPS 



odism. It is easy to mistake their meaning. 
They are not a complete code of conduct 
for our day; they were not such in their 
own day and were not so intended. They 
do not catalogue all sins or set forth all du- 
ties. But they exhibit one great side of the 
Methodist revival. There are three ele- 
ments which we consider inseparable from 
true religion to-day: a vital experience, 
moral character and life, and the spirit of 
service. All three were notably absent in 
the ordinary religious life of England when 
Wesley began his work. Wesley stood for 
all three, and for the last two as insistently 
as for the first. And so, at the very begin- 
ning, he makes plain to these little com- 
panies the moral demands of the Christian 
life. It seems a little surprising that he 
should have thought it necessary to men- 
tion such gross evils as he lists here. But 
that is another witness to the condition of 
the age and the work that Wesley did. 
Profanity, drunkenness, fighting, smug- 
gling, these were common evils with those 
whom Wesley won for a better life. The 
best parallel for all this is to be found in 
Paul's epistles. He, too, won people from 
lowest moral depths. He too opened the 
wide door of hope to every man and set 
but one condition for entrance. And his 
writings abound in the same practical 
moral demands, beginning with plain words 
about truthfulness and peaceableness and 
sexual purity and the like. 

These rules, in the third place, have a 
permanent and present-day significance. 
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DOCTRINES AND DISCIPLINE 



They are not retained because they are a 
complete moral code. There are evils 
against which we need to fight that are not 
listed here, particularly social evils. There 
are duties which we need to enforce that 
are not mentioned here, as, for instance, 
the political duties that rest upon a Chris- 
tian citizen in a land like ours. On the other 
hand, one is struck in reading carefully 
these rules to note how few have lost their 
pertinency, and how much there is here 
which needs particular emphasis. Perhaps 
the greatest value of the Rules, however, 
lies in the witness which they bear (needed 
in our day as it was so sorely needed in the 
day of Wesley), that religion means holi- 
ness of life; that the final test of the reli- 
gious man is his conduct in all relations of 
life. The members of our churches do not 
need to be admonished usually as to pro- 
fanity, drunkenness, slave-holding, fight- 
ing, and smuggling. There are other mat- 
ters, however, concerning which the Chris- 
tian of our day needs to be constantly 
warned. Self-indulgence, or the love of 
material comforts, is a more serious evil 
now than in Wesley's day. The 'laying up 
of treasure" has become a mad scramble 
for wealth. And Wesley's fine principle as 
to amusements deserves special attention : 
to avoid "taking such diversions as cannot 
be used in the name of the Lord Jesus." 

In studying the Rules, note the three 
divisions into which they fall. There are 
first the things that are to be avoided. 
Wesley picks out here some of the particu- 
123 



DIRECTIONS AND HELPS 



lar vices among the lower classes of his 
day. Smuggling was not commonly looked 
upon as any great wrong, and Wesley had 
hard work to put a stop to it among his 
members. But he did so, though in some 
places he had to drop a large number of 
members from the society. The effect of 
Methodism upon the moral character of 
many of the people, the change of drink- 
ing, brawling communities into places of 
peace and sobriety, this was one of the 
indisputable results of the great movement. 

The second group of injunctions con- 
tains the positive precepts, and deals mostly 
with the ideal of service, In all these mat- 
ters Wesley himself set the example. He 
gave away scores of thousands of dollars. 
He was himself interested in the bodies of 
men, in feeding the hungry, in making pro- 
vision of labor for those out of work, in 
the care of the sick. He was interested in 
their minds and in the development of their 
spiritual life. He put forth books by the 
thousands. He was the father of all move- 
ments which aim to put the Bible and good 
reading within reach of even the poorest. 
He believed in constant and plain instruc- 
tion in religious things, that men might be 
saved from excess and error and grow in 
strong and true Christian living. He be- 
lieved that Methodists, ready to help all 
men, should especially seek to help each 
other. 

The third group of precepts requires 
Methodists to make use of those means 
that are provided for our development in 
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DOCTRINES AND DISCIPLINE 



the Christian life. They are as important 
now as they were then. 

Questions 

1. Describe the origin of the General 
Rules. 

2. Name the three divisions of the Rules. 

3. Name the principal things which we 
are told to avoid in the first division. 

4. Name the principal duties which are 
commanded in the second division. 

5. State what is required under the third 
division. 

6. State the significance of these rules 
in relation to the character of Methodism. 

The Articles of Organization and 
Government 

These articles have to do with those 
matters of our organization and govern- 
ment which the General Conference by it- 
self cannot alter. Naturally since the 
GeneYal Conference is the lawmaking and 
governing body of the church, the articles 
are largely taken up with the constitution, 
powers, and limitations of the General 
Conference. 

Study the general framework of our 
system most carefully. Each group has its 
rights and its checks, and all are under 
definite supervision. Notice that our 
church is constituted so as to provide the 
delegates in the General Conference with 
the maximum amount of power which is 
consistent with a system of effective super- 
vision and an aggressive program of action. 

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DIRECTIONS AND HELPS 



In the General Conference the ministry 
and laity share equally in power and re- 
sponsibility, while in that body the au- 
thority of the episcopacy is very limited. 
The whole plan is designed to give to each 
of the great vital factors, the general super- 
intendency, the ministry, and the laity, 
some inherent rights, yet to keep them 
interdependent and well balanced. 

Questions 
The General Conference 

Describe the character, functions, and 
the limitations of the General Conference. 

Who compose the General Conference? 

How are the ministerial delegates 
chosen? The lay delegates? 

What are the qualifications of the mem- 
bers of the Lay Electoral Conference and 
what powers does this Conference possess? 

How is the General Conference organ- 
ized ? 

When and where is it held? 
How may the constitution be amended? 
(11 47-) 

Legislation 

In taking up the second division of the 
Discipline, again carefully study the Table 
of Contents. Note the nine parts of this 
main portion of the book: "The Church," 
"Conferences," "The Ministry," etc. Ob- 
serve also their order and their relative 
length. Note what matters are treated 
most explicitly and in detail. Fully a dozen 
pages, for instance, are devoted to the 
126 



DOCTRINES AND DISCIPLINE 



"Qualifications and Work of the Minis- 
try." 

Part I 

The Church 

This part has three headings : "Member- 
ship," "Special Advices," "Worship." 

Membership 

This chapter, as well as the General 
Rules, enjoins the greatest caution in the 
reception of members in order to prevent 
improper persons from joining the church. 
It was this care that led Wesley to adopt 
the probationary system. It has worked so 
well that we still retain two classes of 
members in the church: (i) Preparatory 
members (formerly called "probationers") 
and (2) full members. The Discipline 
does not, however, fix the length of the 
period of this preliminary membership. It 
insists on certain conditions being met ; on 
the one hand the church must be fully 
satisfied that the prospective member is 
worthy and prepared to enter into our fel- 
lowship, and on the other the candidate 
must be satisfied that he understands what 
is involved in joining the church. 

Methodism believes that children are 
members of the Kingdom of God and 
therefore entitled to baptism. Baptized 
children are considered preparatory mem- 
bers of the church. The pastor is directed 
to continue the baptized children in a 
special preparatory membership list until 
they have completed the prescribed course 
127 



DIRECTIONS AND HELPS 



of training and are received into full mem- 
bership. Notice carefully the wise pro- 
visions that are made in ^]\ 49-54. 

After people have become members of 
the church, the Discipline requires care 
and patience in shepherding them. Until 
the General Conference of 1908, members 
wishing to transfer their membership from 
one church to another received a "letter." 
This made it possible for many persons to 
hold "trunk letters/' which they did not 
present to any church. To prevent such 
abuses and to avert the loss of members 
when they changed their residence, the 
present regulations were enacted. 

The general principles underlying the 
entire legislation regarding church mem- 
bership are : ( 1 ) Church membership in- 
volves a solemn covenant which should be 
entered into only after a thorough prepara- 
tion and with a clear understanding of its 
obligations; (2) membership is a sacred 
right and privilege of which no one is to 
be deprived unless it is absolutely neces- 
sary; (3) the church is to follow up and 
watch over its members wherever they may 
go; (4) a member does not belong simply 
to a local church, but to the world-wide 
Methodist Episcopal Church in whatever 
locality he may live, and his membership 
duties and privileges never cease. 

One of the most baffling problems of 
church administration is to avoid, on the 
one hand, carrying non-effective, non-resi- 
dent members indefinitely on the member- 
ship roll, and on the other hand to prevent 
128 



DOCTRINES AND DISCIPLINE 



the summary dismissal and loss of those 
leaving the community, or who may be 
temporarily disaffected. Notice the pro- 
vision of the Discipline designed to meet 
this difficulty. 

Questions 

Children 

What is the attitude of the church to- 
ward children ? 

What is the doctrinal position of the 
church regarding unbaptized children ? 
Baptized children? (f 49.) 

What is expected of parents or guardians 
who present children for baptism? (See 
Ritual, V 524..) 

What is the relation of the church to its 
baptized children and the position of these 
in the church? (\\ 50, 51, 53, 54.) 

Certificates 

What are the regulations concerning the 
transfer of membership? 

Write out the exact form of a certificate 
of transfer, (fl 55.) To whom is it to be 
sent? By whom issued? What does the 
member receive? What is the duty of the 
pastor receiving same ? When is the trans- 
fer accomplished? 

Has a pastor the right to give a "letter" 
to a member of the church? 

Has a pastor the right to refuse to trans- 
fer any member who is in good standing? 

What courtesy should be extended to a 
member desiring to join another evangeli- 
cal denomination? 



129 



DIRECTIONS AND HELPS 



What is meant by an affiliated member- 
ship? (ft 57.) Who is entitled to the 
same? 

Nonresidents 

State the law regarding nonresident 
members. 

When, and when only, is the name of a 
member to be placed on the nonresident 
list? 

When, and when only, is the name of a 
member to be marked "Removed without 
certificate"? (If 58.) 

Withdrawals 

Enumerate the regulations concerning a 
withdrawal from church membership. 

What is necessary to make a with- 
drawal from the church valid? (ft 59.) 

In what three ways only can church 
membership be terminated? 

What record is to be made regarding 
a member joining another denomination 
without a note of recommendation? 

What committee is to cooperate with the 
pastor in keeping a correct church record? 

an 58, no.) 

The Class 

For what three purposes are classes or- 
ganized and class leaders or unit leaders 
appointed ? ( ftft 60, 61 . ) 

II. Special Advices 

In this chapter special advices are given 
on seven subjects: "Slavery," "Dress," 
"Marriage," "Divorce," "Amusements," 
130 



DOCTRINES AND DISCIPLINE 



"Temperance," and "Christian Steward- 
ship." Admittedly they are not of equal 
importance; that on "Slavery," for in- 
stance, is retained chiefly because of its 
historical association. That on "Dress" is 
an amplification of the General Rule. 
Those on "Marriage" and "Divorce," how- 
ever, are of great moment. Our church 
takes the position that marriage is a cove- 
nant for life, and that it can be annulled 
before God only by death or unfaithful- 
ness. The principle underlying the advice 
on "Amusements" is that we are to avoid 
not only the things which are generally 
admitted to be wrong, but also those which 
have evil tendencies and may lead others 
into temptation. The last section sets forth 
both the principles and the practice of 
Christian Stewardship in regard to posses- 
sions, personality and prayer. 

Questions 

What is the attitude of the church in 
regard to divorce? (ft 68.) 

What is the attitude of our church re- 
garding improper amusements? (U69.) 

What constructive measures has the 
church adopted in order to foster whole- 
some recreation and amusements? (|f 69, 

§2.) 

What are the principles involved in 
Christian Stewardship? 

What is the duty of the pastor in regard 
to teaching and preaching the principles 
and practice of Christian Stewardship? 
(See H 182, § 17.) 

131 



DIRECTIONS AND HELPS 



Part II 

The Conferences 

Fix clearly in your mind the chapter 
headings : "General Conference," "Annual 
Conferences/' "Lay Electoral Confer- 
ences," etc., in order to grasp the outline 
of our system of Conferences. This part 
dealing with the Conferences might have 
started with the Quarterly Conference, 
and then have taken up the larger bodies, 
which directly or indirectly are built up out 
of the Quarterly Conferences. But the 
Discipline begins with the largest of these 
bodies, the General Conference. The 
Quarterly Conference is the local govern- 
ing body; the General Conference is the 
supreme governing body; the Annual Con- 
ference and the Lay Electoral Conference 
are related to both. Recall what was said 
above regarding the origin of our Confer- 
ences. 

Notice that Chapter I, on the General 
Conference, is here entirely omitted be- 
cause it forms a part of the Constitution. 
It is our governing Conference, and is, 
therefore, properly under definite consti- 
tutional limitations. 

The Annual Conference 

The Annual Conference meets once a 
year and is presided over by a Bishop. It 
is the only Conference in our church still 
exclusively composed of ministers. It deals 
primarily with matters pertaining to the 
ministry : the admission on trial, the pass- 
132 



DOCTRINES AND DISCIPLINE 



ing of the characters, the reports, the ex- 
amination, and the appointments of minis- 
ters, though other items are considered and 
passed upon. All regular ministers are re- 
quired to attend its sessions. The question 
whether laymen are to be admitted into the 
Annual Conference is to be voted on dur- 
ing this quadrennium. (See Appendix, 

n 620.) 

The Annual Conferences are grouped, 
for purposes of administration, into thirty- 
seven episcopal areas, while for General 
Conference purposes they are grouped into 
fifteen divisions, called General Conference 
Districts. 

Questions 

What are the functions and powers of 
the Annual Conference? 

How many Annual Conferences are 
there? (If 74.) 

Into how many groups are they divided 
for purposes of episcopal administration? 
(11 575-) What are these groups called? 
(11 574-) 

District Conferences 

We have a great "connectional" system 
which aims to bring about cooperation and 
a sense of unity in every possible way. 
Therefore Methodism organizes District 
Conferences, Central Mission Conferences, 
and the like. A District Conference is com- 
posed of all the ministers and certain offi- 
cial lay members within a district of an 
Annual Conference. It exercises authority 

133 



DIRECTIONS AND HELPS 



over local preachers and has other fixed 
duties, but its greatest value lies in its 
power of inspiration and of promoting con- 
certed action. Notice that this Conference 
is optional with those composing it 
Wisely used, however, it is usually found 
of great advantage, especially where 
charges are scattered and where district 
superintendents are carrying out aggressive 
programs. 

Questions 

What are the functions of the District 
Conferences? (flfl 101, 102.) 

Of whom is a District Conference com- 
posed? (If 97.) 

The Quarterly Conference 

The Quarterly Conference is the local 
unit of our government. It is composed of 
the leaders of all regular organizations of 
the local charge. The Sunday School, Ep- 
worth League, Ladies' Aid Society, trus- 
tees, Brotherhood, etc., are all subject to 
it and controlled by it. All head officers, 
except those of the W. F. M. S. and W. H. 
M. S., are confirmed by it. It must see 
that all accounts and records are correctly 
kept. It acts as a court in the case of 
charges against a local preacher. No one 
enters the ministry except by its recom- 
mendation. This controlling body gives to 
the local church unity and strength. 

The Quarterly Conference may create 
an Official Board, which is practically the 
same as the Quarterly Conference itself, 
with this difference : that the pastor instead 

134 



DOCTRINES AND DISCIPLINE 



of the district superintendent presides, and 
that its actions and records must be sub- 
mitted to and approved by the Quarterly 
Conference. 

Questions 

Describe the membership, the work, and 
the importance of the Quarterly Confer- 
ence. 

Who constitute the Quarterly Confer- 
ence? (|f 104.) 

What is the relation of the Quarterly 
Conference to the Sunday school? The 
Epworth League? The Junior League? 
The Ladies' Aid Society? (If 107.) 

What is the relation of the Quarterly 
Conference to the Deaconess working in 
the parish? (flfl 104; 108, §§ 5, 13, 15; 
11 235.) 

What are the duties of the Quarterly 
Conference concerning the support of the 
ministry and the benevolent causes? (flfl 
107, § 11; 112, 3I9-3 22 -) 

What is the duty of the Auditing Com- 
mittee? (|f 109.) Of the Church Record 
Committee? (|f no.) To which Quarterly 
Conferences do they respectively report? 

What is the function of the Committee 
on Apportioned Benevolences ? ( |f 1 1 1 , 
§8.) 

What are the requirements of the Disci- 
pline regarding the regular apportioned 
benevolences ? 

The Official Board 

Discuss the relation of the Official 



135 



DIRECTIONS AND HELPS 



Board to the Quarterly Conference. 

(11 112.) 

Under what circumstances may there be 
more than one Official Board on a charge ? 

Who are members of the Official Board? 
What are its functions? 

Part III 
The Ministry 

Our ministry is made up of two great 
divisions : local, or lay ministers ; and 
traveling, or itinerant ministers. The local 
preachers (who may be local deacons or 
local elders) are laymen, and they are 
called "local or "lay" preachers because 
they are not traveling (itinerant) minis- 
ters. They are not members of an Annual 
Conference and do not usually devote their 
entire time to the ministry. 

The itinerant ministers of the Methodist 
Church are a great brotherhood. They are 
all men who (i) have a "call to preach"; 
(2) who have promised to serve wherever 
they are sent; (3) who have agreed to 
devote themselves exclusively to the work 
of God. 

Our ministry is under a system of uni- 
versal supervision. The character of each 
minister must be passed once a year; he 
is under the direction of some responsible 
officer and reports to some supervising 
body. Our ministers are interdependent in 
a peculiar sense. Each itinerant is depend- 
ent upon the progress of the entire Confer- 
ence in the matter of temporal support and 
136 



DOCTRINES AND DISCIPLINE 



in other ways. Even the retired ministers 
fare well or ill as the general work pro- 
gresses or declines. 

Ministers of the Annual Conferences 

Care should be taken to grasp clearly 
the meaning of all the technical terms ap- 
plied to our ministry, and to differentiate 
sharply between the ministerial orders and 
Conference relations. We have two orders, 
deacons and elders. Ordination gives men 
certain privileges which they may exercise 
whether they are members of a Conference 
or not; that is, whether local preachers or 
"traveling" preachers. A local preacher 
may be ordained deacon or elder (local 
deacon, local elder), but this does not make 
him a Conference member. The Confer- 
ence member, when ordained, becomes a 
traveling deacon or elder. 

The Work of the Regular Ministry 

The regular work of the church is in 
charge of pastors, district superintendents, 
and bishops. 

I. The pastor has charge of the local 
church. He is chairman of the Official 
Board, the Sunday School Board, the 
Music Committee, the Apportioned Be- 
nevolence Committee. He nominates the 
stewards and the Apportioned Benevolence 
Committee. The regular Official Board 
committees are appointed with his consent. 
He appoints the class leaders, exhorters, 
and the Junior League Superintendent. 
He concurs in the nomination of the Sun- 



137 



DIRECTIONS AND HELPS 



day school teachers. He has charge of the 
local preachers, recommends preparatory 
members for full membership, and trans- 
fers all church members. To him are com- 
mitted the services of public worship, the 
religious instruction of children, the en- 
forcement of discipline, and the care of 
the membership of the church. He is the 
connecting link between the charge and the 
great educational and benevolent institu- 
tions of the church. 

The pastor is under the direct super- 
vision of the district superintendent. He 
must meet certain educational require- 
ments, such as completing the Conference 
Course of Study. He must be blameless in 
character and do effective work. Study 
those parts of the Discipline relating to the 
pastorate with great care. 

2. The district superintendent has charge 
of a district. He must hold at least two 
Quarterly Conferences on each charge, 
enforce the Discipline, represent the gen- 
eral causes of the church, plan new work, 
and report to the bishop and the Annual 
Conference. 

3. The resident bishop has charge of a 
group of Conferences called an "Episcopal 
Area," for which he is directly responsible 
and the work of which he must report to 
the General Conference. If a bishop is 
appointed to preside over an Annual Con- 
ference in another bishop's area, the visit- 
ing bishop has charge of the Conference in 
question for only 30 days before and 30 
days after the session of the Annual Con- 

138 



DOCTRINES AND DISCIPLINE 



f erence. At all other times it is committed 
to the care of the resident bishop. The 
bishop makes the appointments, fixes the 
districts, decides questions of law, and pro- 
motes the general interests of the church. 

The terms "Bishop" and "General Super- 
intendent" are used interchangeably. Wes- 
ley preferred the term "Superintendent." 
The Greek word episcopos, which is trans- 
lated "Bishop" in our New Testament, 
means overseer, or superintendent. Bishops 
are consecrated for their special office and 
are regarded as the "chief pastors" of the 
church, but our episcopacy is not a separate 
and distinct order, and they are therefore 
not ordained. The constitution provides 
that the General Conference shall not do 
away with the plan of our itinerant General 
Superintendency (fl 46, § 3). Conse- 
quently, although each "effective bishop" 
has his residential area, he has a vital rela- 
tion to the entire church, and he may be 
given jurisdiction in any part of our world- 
wide field, and travel anywhere throughout 
the Connection. 

Besides ministers in the regular service, 
we have (1) "supernumerary preachers," 
who are temporarily excused from the 
regular work, and (2) "retired preach- 
ers," who are permanently relieved from 
work because of illness or old age. 
There is also a considerable group of men 
in "Detached Service." This group in- 
cludes all those who are appointed to 
special tasks apart from the pastorate, dis- 
trict superintendency, and the episcopacy. 



139 



DIRECTIONS AND HELPS 



Part IV 
Lay Helpers 

The Moravian Brethren, with whom 
Wesley was so closely associated for a time, 
utilized local preachers. As Methodism de- 
veloped it proved impossible to secure a 
sufficient number of regular ministers. 
Wesley, therefore, permitted laymen to 
preach and they became a vital factor in 
the phenomenal success of early Meth- 
odism. We still have a place for these lay 
preachers in our economy, though their 
work is changing and though their influ- 
ence has somewhat declined. 

Methodism, however, has always recog- 
nized that no one ought to preach unless 
he is properly authorized, and unless his 
character and his teachings are properly 
vouched for. It has, therefore, adopted the 
plan of licensing local preachers and of 
requiring them to pursue a regular course 
of study. Our local preacher system pro- 
vides also an excellent preparatory stage 
for the regular ministry. In addition there 
are many charges to which the Conferences 
cannot send regular Conference members. 
The "supplies" who fill these pastorates are 
usually local preachers. 

Questions 
Local Preachers 

Give the regulations regarding local 
preachers. 

Does our church restrict the right to 
preach? (1j 219.) 

140 



DOCTRINES AND DISCIPLINE 



How is a local preacher constituted? 
What are his duties? To whom is he 
amenable? (flfl 220-223.) 

May a woman become a local preacher? 

Deaconesses 

In the eighties a passion for sacrificial 
Christian service swept over the church, 
finding its most distinctive expression in 
the modern deaconess movement. In 1888 
it was taken up by the General Conference. 
Three forms of deaconess work gradually 
developed, the German Central Deaconess 
Board, the Methodist Deaconess Associa- 
tion, and the Deaconess Work of the Wo- 
man's Home Missionary Society. 

Originally the deaconess was a licensed 
and consecrated woman, wearing a pre- 
scribed garb. She was amenable to a dea- 
coness institution, and received a specified 
allowance. She devoted herself to a large 
range of work in the Methodist Church, 
especially mercy and help, church visita- 
tion, nursing, and the development of insti- 
tutions such as hospitals, orphanages or 
social settlements. 

The General Deaconess Board was or- 
ganized in 1908. The late General Confer- 
ence made important changes in deaconess 
legislation. The deaconess is now amen- 
able to the Conference Deaconess Board of 
which she herself is a member. The entire 
work is under the general supervision of 
the General Deaconess Board. The limit 
on the amount of her allowance has been 
removed, and the garb made optional sub- 

141 



DIRECTIONS AND HELPS 



ject to the approval of the form under 
which the deaconess works. 

Notice that there are associate deacon- 
esses, whose membership in the deaconess 
body must be renewed annually ; as among 
the ministry there is a probationary period 
in deaconess service ; and there is also some 
provision for the retired or disabled dea- 
coness. 

Questions 

What is a deaconess? (fl 229.) 
How long a period of probation is a 
deaconess expected to serve? (fl 230.) 
On what conditions is she to be licensed ? 

(H 233.) 

To whom is she amenable? (fl 439, 

§ 2 -) 

What are the rights and privileges of a 
deaconess? (\\ 235, §§ 6, 7.) 

What provision is made for old age, and 
in case of sickness? (fl 239, § 40.) 

Define an associate deaconess? (|f 238.) 

How is the General Deaconess Board 
constituted? What are its duties? (|f 491.) 

What is the function of the Conference 
Deaconess Board? Who comprise this 
Board? (H 494-) 

From whom does the deaconess receive 
her appointment? (fl 494.) 

Part V 

Judicial Administration 

Our elaborate system of Judicial Admin- 
istration has the threefold purpose: (1) of 
142 



DOCTRINES AND DISCIPLINE 



safeguarding the purity of the whole 
church; (2) of protecting the rights of 
every member and official; (3) of promot- 
ing right living and Christian discipline. 

The general principles which control all 
our judicial procedure are: (1) that every 
one is supposed to be innocent until proven 
guilty; (2) that accusations against anyone 
must be definite and specific and filed with 
the proper official by responsible church 
members; (3) that everyone accused is 
entitled to an impartial trial by his peers ; 
(4) that those found guilty are entitled to 
an appeal to a disinterested body. 

Our church insists upon unquestionable 
purity of life on the part of its ministry. 
The character of every minister is passed 
upon every year, that of a bishop every 
four years ; but the character of any minis- 
ter can be "arrested" at any moment, if 
there is reasonable evidence of wrongdoing. 

What general principles obtain in our 
Judicial Administration? 

Part VI 
Temporal Economy 

Under this head are three subtopics : 

1. Ministerial Support. 

2. Church Property. 

3. Ladies' Aid Societies. 

Ministerial Support 

In no direction has the church made 
more notable progress during the last few 
years than in its financial methods. The 



143 



DIRECTIONS AND HELPS 



disciplinary financial plan is now in opera- 
tion in the vast majority of churches. Every 
pastor should understand and work this 
plan. (See in.) 

Originally the class leaders were charged 
with receiving the free-will offerings of 
the members of the class. Bye and bye this 
work was delegated to the stewards, whose 
specific function it is to look after the 
ministerial support and the current ex- 
penses of the church. The stewards are 
likewise the pastor's helpers and assistants 
in his spiritual work. They are to keep 
him informed as to the needy, sick, and 
distressed. They are to "tell the ministers 
what they think wrong in them. ,, 

In nearly all well organized churches, 
however, the finances are now handled by 
the Official Board, which appoints a 
Finance Committee that may consist of 
both stewards and trustees (fl 112). This 
is a better plan than the old one because 
it gives opportunity to use the best finan- 
cial talent in the church and interests the 
entire officiary. 

The pastors, retired ministers, district 
superintendents, and bishops are on an 
equal footing and are to share alike so far 
as the payment of their support is con- 
cerned. No one of these can be legally 
paid in full in any charge unless the others 
also receive their full claim. This is called 
"prorating." In the eyes of the church 
each has an inherent right to a proper sup- 
port. The amount of this support for the 
pastor is determined by the local estimating 
144 



DOCTRINES AND DISCIPLINE 



committee. The amount of the support for 
the district superintendent is determined 
by the district stewards or a finance com- 
mission. The support of the retired minis- 
ters is determined, on the basis of their 
years of service and their need, by the Con- 
ference Board of Stewards. The support 
of the bishops is determined by the Book 
Committee and the General Conference. 

Questions 

Stewards 

Discuss the functions of the Board of 
Stewards, (fl 317.) 

What are the duties of the Recording 
Steward? The District Steward? The 
Communion Steward? 

Church Property 

It is a fundamental principle of our polity 
that while our church property is to be 
used for the benefit of the local society it 
belongs to the Methodist Episcopal Church 
as a whole. Therefore all property is to be 
safeguarded to the Methodist Episcopal 
Church in perpetuity, but in such a manner 
that the local constituency will have the 
first claim upon the use of it. 

Sometimes it is of great value to have 
a practical knowledge of our tem- 
poral economy. In organizing a new 
church, for example, a list of charter 
members should be obtained. At the ap- 
pointed time these charter members should 
elect a Board of Trustees, two thirds of 
whom should be members of the church. 



145 



DIRECTIONS AND HELPS 



If no responsible trustees are available, the 
Annual Conference Trustees can be desig- 
nated as trustees of the property. Let the 
charter members also draw up a petition 
for the incorporation of the church in ac- 
cordance with 353, and file the same with 
the proper officials of the State. This will 
safeguard for the Methodist Church the 
property acquired by that corporation for. 
all time to come. 

Questions 

Trustees 

What are the functions and powers of 
the trustees of the church? (fl 360.) What 
provision is made to safeguard trustees 
who have assumed obligations on account 
of church property? (fl 360.) 

Ladies' Aid Societies 

What is the work of a Ladies' Aid So- 
ciety? (jf 378.) 

Must the president of such a society be 
a member of the church? To whom are 
these societies amenable? 

Part VII 

Institutions, Boards, and Societies 

The influence, power and efficiency of 
our church as a great connectional system 
can best be realized by a study of our con- 
nectional institutions. The rank and file of 
the church unhappily have only a vague 
knowledge of these great organizations. It 
is the duty of a deaconess to know our in- 
stitutions thoroughly, to cooperate with 
146 



DOCTRINES AND DISCIPLINE 



them, to disseminate information concern- 
ing them, and to be the connecting link 
between them and the church membership. 

Questions 
The Book Concern 

What are the functions of The Methodist 
Book Concern? (ft 379, § 2.) 

Benevolence Boards 

Enumerate our disciplinary benevolence 
boards. 

Answer: Board of Foreign Missions, 
Board of Home Missions and Church Ex- 
tension, Board of Education for Negroes, 
Board of Education, Board of Sunday 
Schools, Board of Conference Claimants, 
and the American Bible Society. 

What other Boards are entitled to dis- 
ciplinary collections? 

Answer: The Board of Temperance, 
Prohibition and Public Morals, the Board 
of the Epworth League, the General Dea- 
coness Board and the Board of Hospitals 
and Homes. 

What two Woman's Societies does the 
Discipline recognize and provide for? 

Answer: The Woman's Foreign Mis- 
sionary Society and the Woman's Home 
Missionary Society. 

Board of Foreign Missions 

How is the Board of Foreign Missions 
constituted? (flfl 412-414.) Where are its 
headquarters? (fl 411.) Who manages 
this work? 



147 



DIRECTIONS AND HELPS 



How are our foreign missions adminis- 
tered? (ft 421.) 

To what general body are the Woman's 
Foreign Missionary Society and the 
Woman's Home Missionary Society amen- 
able? (ftft 429, 450.) 

Board of Home Missions and Church Ex- 
tension 

How is the Board of Home Missions and 
Church Extension constituted? (ft 432.) 
Where are its headquarters? Name its 
five departments, (ft 437.) 

What is the work of the Annual Confer- 
ence Board of Home Missions and Church 
Extension? (ft 447.) 

What is the function of the Board of 
Church Location? (ft 448.) 

Board of Education for Negroes 

What is the function of the Board of 
Education for Negroes? (ft 451.) How is 
it constituted? (ft 452.) Where are its 
headquarters ? 

Board of Education 

What is the object and purpose of the 
Board of Education? (ft 456.) How is it 
constituted? (ft 457.) Where are its head- 
quarters ? 

What is the purpose of the Children's 
Day Collection? (ft 460.) 

Board of Sunday Schools 

Who constitutes the Board of Sunday 
Schools? (ft 468, § 2.) Where are its 
headquarters ? 

148 



DOCTRINES AND DISCIPLINE 



What is the work of the Conference 
Board of Sunday Schools? (ft 472.) 

Give the organization and functions of 
the local Sunday School Board. (ft 473.) 
Who should be its chairman? Its vice 
chairman ? 

How does the Sunday School Superin- 
tendent obtain his office? (ft 474.) How 
are the other officers chosen? How are 
the teachers selected? 

Board of Conference Claimants 

What is the function of the Board of 
Conference Claimants? (ft 478, § 3. 

Epworth League 

What is the purpose of the Epworth 
League? (ft 484.) How is it managed? 

(If 484, § 4.) 

What qualifications are required in an 
Epworth League President? (ft 485.) 

What is the "Central Office" of the Ep- 
worth League? (ft 484, § 8.) Where is it 
located? 

Board of Temperance 

What is the function of the Board of 
Temperance, Prohibition, and Public 
Morals? (ft 490.) How is it constituted? 
Where are its headquarters? 

What temperance organization is re- 
quired in the Sunday school? (ft 490, § 7.) 

Name the other general boards of the 
church. Designate their functions, (ftft 490- 

508.) 



149 



DIRECTIONS AND HELPS 



Part IX 
The Ritual 

John Wesley was all his life a devoted 
member of the Anglican Church and a min- 
ister of that church in good standing. The 
forms of worship of the English Church 
are contained in its Book of Common 
Prayer, which includes not only the ritual 
for the sacraments, ordinations, and the 
like, but also the full order of worship for 
the various services of the church with the 
prescribed prayers and other forms. Upon 
this Book of Common Prayer Wesley drew 
when the new Methodist Episcopal Church 
in America was projected. From it he 
took the substance of most of the forms 
contained in our Ritual to-day. These he 
modified not a little, mostly by way of omis- 
sion, partly that he might simplify them, in 
part to remove objectionable doctrines such 
as the idea of regeneration by baptism. 

Notice that it is not optional with the 
minister to change or dispense with the use 
of the Ritual at any service for which it is 
intended. He has, however, discretion in 
the use of those parts which are bracketed. 

At the baptism of children be sure to 
have the parents or guardians read the 
covenant beforehand. Adult candidates 
for baptism should understand the bap- 
tismal covenant before they take this vow; 
see to it also that the candidates know what 
responses they are expected to give. The 
same precaution should be taken in regard 
to the reception of members into the 

150 



DOCTRINES AND DISCIPLINE 



church. No one should be asked publicly 
to make a vow or promise which he has not 
previously and privately considered. 

Questions 

State the various occasions for which 
we have a Ritual Service. 

The Appendix 

The Appendix is added to the Discipline 
for the information and convenience of the 
church. It includes much of great impor- 
tance. The candidate is not expected to 
pass an examination on this portion of the 
book, but it is well to know its general con- 
tent. 



151 



To be read. 



THE FAITHS OF MANKIND 
EDMUND DAVISON SOPER 

The Author and the Purpose of the 
Book 

The author is a member of the Soper 
family, well known in Methodist mission- 
ary circles as having served the church in 
Japan. Dr. Soper is interested primarily 
in the student viewpoint and is giving his 
life to the work of education. As a teacher 
in Ohio Wesleyan University, Drew Theo- 
logical Seminary, and now in the Graduate 
Department of Northwestern University, 
his efforts have centered in Bible and mis- 
sion study. 

The Faiths of Mankind belongs to a 
series prepared for the use of college vol- 
untary groups. Note its relation to the 
other books in the series as presented on the 
first printed page of the book and also on 
page vi. 

Characterization of the Book 

(Note the foreword and introduction as 
well as the subject matter itself.) 
Note: 

1. It approaches the study from the col- 
lege student's point of view and with his 
problems in mind. 

2. It does not presuppose a knowledge 
of the religions of the world. 

152 



FAITHS OF MANKIND 



3. It is not a scientific presentation of 
those religions. It outlines the study with 
a definite goal for that study in mind. 

4. The use of daily Bible readings in 
order to make this text conform to others 
of the series has restricted the author in 
the presentation of this topic. 

5. The purpose and use of the book have 
determined the number of religions to be 
treated and the length of the presentation 
made. 

6. The author is sympathetic with the 
effort of every religion to find the truth, 
and identifies that search with the quest 
after the knowledge of the true God. 

Chapter I 

A study of the simpler forms of reli- 
gion as found among primitive peoples. 

Note: 

1. Classification of primitive peoples 
(Section I). 

2. His point of view and outlook (Sec- 
tion II)— a world of spirit activity where 
ghosts hold sway. 

3. His gods — the experiences of life 
from which they are taken (Section III). 

4. His fetish, or the object in which a 
spirit, resides — how obtained, methods em- 
ployed in dealing with them (Section IV). 

5. Resulting moral standard of god and 
worshiper (Section V). 

6. (a) These religions of fear in con- 
tact with higher faiths, (b) Elements of 
fear religions present in the minds of Chris- 
tians (Section VI). 



153 



DIRECTIONS AND HELPS 



Chapter II 

A study of Hinduism. 
Note: 

1. Hinduism is the religion of a god- 
intoxicated people. India is its home (Sec- 
tion I). 

2. Hinduism is not a religion of belief or 
conduct but of conformity to custom — a 
form of social organization called caste 
(Section II). 

3. The requirements of caste are rigid 
in relation to the most fundamental inter- 
est of life — the family (Section III), reli- 
gious authority (Section IV), occupation 
(Section V). 

4. Hinduism blocks the way to India's 
new day (Section V). 

Chapter III 

A study of the gods of Hinduism. 
Note: 

1. The two outstanding sects of the 
Hindus and their conception. 

(a) Siva worshipers (Section II). 

(b) Vishnu worshipers (Section III). 

2. Brahma in the thought of the Hindus 
(Section III) — monotheism, pantheism, 
end of human personality after endless 
transmigrations according to the law of 
Karma (Section IV). 

3. Religious ceremonials and their arbi- 
trariness in relation to every experience of 
life (Section V). 

4. The inability of Hinduism to meet 
the needs of India's God-hungry people 

154 



FAITHS OF MANKIND 



even with its newly attempted adjustments 
and reformations (Section VI-VII). 

Chapter IV 

A study of Buddhism. 

Note: 

1. The distribution of Buddhism terri- 
torially (Section I). 

2. The life of its founder — Gautama 
Buddha — his struggles and his final victory 
of "Enlightenment" (Section II). 

3. The "Three Fundamental Signs." 

(a) "All constituents of life are imper- 
manent" (Section III). 

(b) "All constituents of life are full of 
misery" (Section IV); "the Noble Eight- 
fold Path" to the eliminating of desire and 
therefore of misery (Section IV). 

(c) "All constituents of life are with- 
out a soul." The law of Karma must 
issue eventually in nothingness (Section 
V). 

Chapter V 

A study of the "Excellent Law" of 
Buddhism in the nations into which this 
religion has traveled. 

Note: 

1. The wide distribution of the followers 
of Buddhism and the common point of 
view of all behind their conspicuous differ- 
ences. 

2. The conceptions of Buddhist wor- 
shipers immediately following Buddha's 
death. 



155 



DIRECTIONS AND HELPS 



(a) Hero stories of Buddha (Section 
II). 

(b) Modifications of Buddhist beliefs by 
the alien peoples embracing it (Section 

n). 

(c) Division into two schools. 

(1) Hinayana (Section III). 

(2) Mahayana (Section IV). 

3. The present-day powers of Buddhism 
as a religious force (Sections III-V). 

Chapter VI 

A study of China's religions. 
Note: 

1. The early animism of the Chinese 
leading to the common ancestor worship 
(Section II) and to the elaborate "worship 
of Heaven" (Section III). 

2. Confucius' life, his ethical code, and 
the subsequent religious development of 
Confucianism as a worship religion (Sec- 
tion IV). 

3. Taoism, its impersonal character, its 
mysticism, and its magic elements (Sec- 
tion V). 

4. Buddhism and its promise of im- 
mortality (Section VI). 

5. China's need of the dynamic of Chris- 
tianity as well as her need of Christianity's 
satisfactions for the cravings of the human 
soul (Section VI). 

Chapter VII 

A study of Japan's religion of national- 
ism. 

156 



FAITHS OF MANKIND 



Note: 

1. Japan's present patriotic stamp placed 
upon everything (Section I). 

2. japan's early Shintoism or worship 
of nature — its ancestral worship culminat- 
ing in reverence for the imperial house 
(Section II). 

3. Imported Buddhism as the religion 
of the masses (Section III). 

4. Imported Confucianism as the reli- 
gion of the higher classes (Section IV). 

5. Japan and Western civilization — its 
present religious need (Section V). 

Chapter VIII 

A study of the present-day Jewish faith. 
Note: 

1. The continued integrity of the Jewish 
race, though scattered among the nations, 
and their leadership (Section I). 

2. The Jews as a race identical with the 
Jews as a religious body — the problem of 
agnosticism — their social betterment inter- 
est (Section II). 

3. Present-day Jewish emphasis on the 
Sabbath, the law, credal belief, feasts (Sec- 
tions III-IV). 

4. Divisions among the Jews, orthodox 
and reformed (Section V). 

Chapter IX 

A study of Mohammedanism. 
Note: 

1. Distribution of Mohammedans (Sec- 
tion I). 

157 



DIRECTIONS AND HELPS 



2. Conceptions of Allah (a) before Mo^ 
hammed's time, (b) in Mohammedanism 
(Section II). 

3. Life of Mohammed and his revela- 
tions and early preaching (Sections III- 
VI). 

4. The Hegira and Mohammed's popu- 
larity and degeneracy (Section VI). 

5. The elements of his character and the 
experiences of life that gave them expres- 
sion (Section VII). 

Chapter X 

A study of the appeal of monotheism of 
Mohammedanism. 

Note: 

1. The elements of appeal to the pagans 
of Africa (Section I). 

2. The five Pillars of Faith, the good and 
degrading elements in each (Section II). 

3. Mohammedan's belief in the almighty 
but capricious rule of Allah (Section III). 

4. The reactions of Mohammedans 
against the limiting tendencies of their reli- 
gion (Sections III-V). 

Chapter XI 

A study of Christianity. 
Note: 

1. The central fact of Christianity as an 
allegiance (Section I). 

2. Christianity's method of salvation 
(Sections II- V). 

3. The essential universality of Chris- 
tianity (Section VI). 

158 



FAITHS OF MANKIND 



Chapter XII 

A study of Jesus Christ. 
Note: 

1. The uniting of all Christian bodies 
in their common loyalty to Jesus Christ 
(Section I). 

2. Christianity's claim to be a world reli- 
gion based upon unity of Christian brother- 
hood (Section II). 

3. The consciousness of Christ's living 
presence the secret of the achievement of 
the early church (Section III). 

4. The exaltation of the church rather 
than Christ the reason for decadence of 
later Christianity and the need for the Re- 
formation (Sections IV-V). 

5. The centrality of Jesus Christ in the 
world's life (Section VII). 



159 



For study. 



RELIGIOUS EDUCATION AND 
DEMOCRACY 

WINCHESTER 

The Author and the Book 

Benjamin S. Winchester is assistant pro- 
fessor of religious education in the Yale 
School of Religion, and chairman of the 
Commission on Christian Education of the 
Federal Council of the Churches of Christ 
in America. 

The book is divided into two sections. 
Part I presents historical retrospect and 
the present status of religious education in 
its relation to democracy. Part II pre- 
sents plans and programs of week-day reli- 
gious instruction. 

The book has grown out of the world 
crisis. In view of the needs of the world, 
what is the best program, the next step in 
religious education? Professor Winchester 
clearly suggests "Week-day religious in- 
struction." Every Christian worker should 
recognize this coming field of instruction 
which seems to offer opportunity to pro- 
mote Christian character. 

Directions for Study 

Keep a notebook. Make a brief outline 
of each chapter. Review each outline 
thoroughly. A comparative study of the 
various curricula indicated in Part II is 
1 60 



EDUCATIONAL DEMOCRACY 



suggested. Compare these courses with 
the graded work of the Sunday school and 
also with the uniform lessons. Familiarize 
yourself with the different types of week- 
day religious education experiments, so 
that when they are mentioned you know 
immediately the basic elements of each. 

Written Work 

Write papers of from 600 to 1,000 words 
each on five of the assignments below in- 
cluding 6 and 7. 

1. Discuss the relation between com- 
pulsory education and religious freedom. 

2. What are the essentials of democ- 
racy? 

3. Outline the essential facts in Chap- 
ters III, IV, V. 

4. Discuss the American school system 
in its relation to the churches and democ- 
racy. Chapters VII and VIII. 

5. Discuss the development of religious 
education in the Protestant churches in 
America. Chapters IX and X. 

6. Give a brief summary of the com- 
munity task of the churches and the steps 
of procedure toward a religious educational 
system by the churches. Chapters XI and 
XII. 

7. Outline the suggested plans and pro- 
grams of week-day religious instruction. 
Part II— Chapters I-V. 

Books for Further Study 

Religions Education and American De- 
mocracy. — Athearn. 

161 



DIRECTIONS AND HELPS 



"The Maiden Plan," Religious Educa- 
tion. — Athearn. 

The School in the Modem Church. — 
Cope. 

The City Institute for Religious 
Teachers. — University Chicago Press. 

The Evolution of the Sunday School. — 
Cope. 



162 



To be read. 



THE GRADED SUNDAY SCHOOL IN 
PRINCIPLE AND PRACTICE 

HENRY H. MEYER 

The Author and the Book 

Dr. Meyer has had a large place in the 
development of religious educational work 
of the Methodist Episcopal Church . He is 
the editor of the Sunday school publica- 
tions of our church, having succeeded Dr. 
John McFarland in that position. This 
book, first published in 1910, and since re- 
vised, was the earliest systematic presenta- 
tion of the principles and work of the 
graded Sunday school and has remained 
one of the standard books on this subject. 
The careful summaries and questions at the 
close of the book especially adapt it to indi- 
vidual or class study. In addition to the 
helps indicated below, the student should, 
after reading each chapter, read the sum- 
mary and try to answer the questions. 

Chapter I 

Consider carefully the statement in the 
summary, "The present-day educational 
emphasis in Sunday-school work is a re- 
vival rather than an innovation, and does 
not necessarily conflict with the deeper reli- 
gious purpose in Sunday-school work." 
Note how the idea is developed in the chap- 
ter. 



163 



DIRECTIONS AND HELPS 



Chapter II 

Note what is the teacher's problem. See 
what the author says about the process of 
learning and what the teacher's relation to 
it is. What are the qualifications of a 
teacher? 

Chapter III 

After reading the chapter with its em- 
phasis upon the complex nature of con- 
sciousness and the demand that life makes 
upon every individual, state the aim of reli- 
gious education as you see it. 

Chapter IV 

Compare your Sunday school with the 
organization here indicated. 

Chapters V and VI 

Keeping in mind the aim of religious 
education, make a list of the materials 
which should have a place in the curricula 
of the church school. Would you include 
extrabiblical material ? 

Chapters VII and VIII 

Read carefully these chapters on the 
International Uniform Lesson System, 
noting its history and the service that it 
has rendered. 

Chapter IX 

Trace with the author the rise of the 
graded systems of religious instruction. 

Chapters X and XI 

These chapters may be supplemented 
with a visit to the best graded Sunday 
164 



THE GRADED SUNDAY SCHOOL 



school accessible. It will be found helpful 
to write out a description covering organ- 
ization, grading, equipment, curriculum, 
methods, and characteristic features. 

Chapter XII 

Name and briefly characterize the differ- 
ent graded systems mentioned in this chap- 
ter. Since the publication of this book the 
Protestant Episcopal Church has completed 
its graded system of religious instruction 
— The Child Nurture Series. (The Young 
Churchman Company, Milwaukee.) The 
Completely Graded Series (Charles Scrib- 
ner's Sons) mentioned in the text has been 
completed also. Information about the 
course may be secured from the publishers. 

Chapter XIII 

It is desirable that the student examine in 
detail the complete series of the Interna- 
tional Graded Course of Study. Litera- 
ture, samples, etc., may be secured from de- 
nominational headquarters. 

Chapters XIV-XXII 

Read carefully these chapters with their 
practical suggestions. It is suggested that 
the student write to the Board of Sunday 
Schools of the Methodist Episcopal 
Church, 58 E. Washington Street, Chicago, 
Illinois, for latest information on Teacher 
Training Courses. 



165 



To be read. 



A WORKING PROGRAM FOR THE 
LOCAL CHURCH 

WARREN F. COOK 

Read Chapter I, which is introductory to 
the book. 

Chapter II 

What is the place of a church program? 

Chapter III 

Can modern church life be tested by 
efficiency standards? 

Chapter IV 

What form of church organization does 
the author suggest and what would be its 
advantages? What records should the 
church keep? Note those here suggested. 

Chapter V 

What membership program does the 
author propose? What program for finan- 
cial maintenance? What are his sugges- 
tions as to church advertising? 

Chapter VI 

Summarize the suggested teaching pro- 
gram for a church. 

Chapter VII 

Distinguish between a program of 
teaching and a program of training. What 
principles does the author indicate in ex- 
166 



A WORKING PROGRAM 



pressional activities? Describe in a sen- 
tence each of the lines in which children 
should be trained. 

Chapter VIII 

What do you understand by pastoral 
work? Indicate a program of pastoral 
care. 

Chapter IX 

Show the importance of the three forms 
of worship in which the church is inter- 
ested. How can the public service of wor- 
ship be made more effective? 

Chapter X 

What is the relation of preaching to wor- 
ship? What is the program of preaching 
here presented? To what uses can the 
various preaching services be put? 

Chapter XI 

In what lines of service may a church 
engage ? 

Chapter XII 

Describe an adequate church plant. 



167 



To be studied. 



CHRISTIANIZING THE SOCIAL 
ORDER 

WALTER RAUSCHENBUSCH 

The Book and the Author 

This book and its predecessor, Chris- 
tianity and the Social Crisis, by the late 
Professor Rauschenbusch, of Rochester 
Theological Seminary, have been among 
the influential forces which have awakened 
the modern church to its social respon- 
sibility. The author has been recognized 
by multitudes as a veritable prophet of the 
Lord. The student will notice that the 
book was written a decade ago and that the 
social situation has changed in some details. 
For the most part, however, the book fits 
the present day. Its mastery will add per- 
manently to the power of the student. 

Part I 

Read this carefully as an introduction to 
the whole. 

Part II 

What is the task here indicated? Why 
does it call for faith? What was the char- 
acter of the "Christianity of Jesus"? What 
caused the eclipse of the social ideal? 
What are some of the factors contribut- 
ing to the rebirth of the social hope? What 
kind of a religion is needed for social re- 
168 



CHRISTIANIZING SOCIAL ORDER 



demption? What is the relation of social 
Christianity to personal religion? 

Part III 

What do you understand by the phrase 
"Christianizing the Social Order"? What 
portions have been already partly Chris- 
tianized? What part is still largely un- 
christian? Note carefully the discussion of 
various unchristian elements in Chapters 
III-VIL 

Part IV 

What are some of the moral values of 
capitalism? When profit comes into con- 
flict with life, which wins? What is the 
relation of commercialism to beauty? 
What are the "institutions of love"? How 
are they endangered under the present 
economic system? Name some specific 
ways in which private interests thwart the 
common good. What is the effect of our 
economic system on the rich themselves? 
State briefly the case of Christianity against 
capitalism. 

Part V 

Note what the author says about dreams, 
Utopias, destiny. What is the relation of 
injustice to a Christian social order? What 
unjust conditions exist in the United 
States? How can they be eliminated? 
What does the author mean by property 
and a job as a means of grace? Note his 
additions to the declaration of principles on 
pages 350-351. Do you consider them 
more Christian as so amended? What is 
169 



DIRECTIONS AND HELPS 

economic democracy? Note the discussion 
of inequality in capacity. What should be 
substituted for competition, in the interest 
of fraternity? Note the brief review of the 
preceding chapters of the section on pages 
372-373. Notice the illustration of the 
family on page 384. Follow the discussion 
on cooperation and on socialism. 

Part VI 

What does the author say about the pace 
of advance? What groups should lead? 
What is the attitude of Christianity to the 
conservation of life? What is the effect of 
modern industry? What is involved in the 
socializing of property? This is a moot 
subject to-day. Note carefully the details 
of the discussion and the questions raised 
in the last paragraph on page 429. Is the 
picture painted in the chapter on commu- 
nity life and public spirit a mere dream or is 
it possible of realization? What, in detail, 
is meant by the rise of the working class? 
What is its significance? Note the deep 
spiritual passion of the last chapter. 

Written Work 

Write a paper of 1,000 words on the sub- 
ject "A Christian Social Order," describ- 
ing in your own words the world as you 
think it would be if thoroughly Christian- 
ized. 



170 



To be read. 



CHRISTIANIZING COMMUNITY 
LIFE 

WARD AND EDWARDS 

The Authors and the Book 

Harry F. Ward is professor of Christian 
Ethics in the Union Theological Seminary 
in New York city and Secretary of the 
Methodist Federation for Social Service. 
He is a recognized leader in the field of 
applied Christianity, and is the author of 
several books, among which are Social 
Evangelism, Poverty and W ealth, and The 
Nezv Social Order. Richard Henry Ed- 
wards is secretary of the Student Y. M. 
C. A., and the author of several books on 
recreation. 

Christianizing Community Life was de- 
signed for group study, and it carries its 
own helps. The individual student will not 
find it possible or desirable to answer all 
the questions. These should be carefully 
noted, however, together with the sections 
called "Study for the Week." 

The book is arranged for daily reading. 
It may well be used as a devotional study 
at the same time that the student is pursu- 
ing other studies in the course. Notice the 
biblical and literary quotations. 

^Chapter I 

Try to answer the questions that are 
scattered through the text. Try to state 



171 



DIRECTIONS AND HELPS 



in your own words what is meant by Chris- 
tianizing the community. See whether 
your statement agrees with the point of 
view of the text. What is the world wide 
community task? 

Chapter II 

Notice the questions scattered through 
the text. What do you understand by the 
caption "The Family at the Center"? Note 
what is said of family life in different parts 
of the world. What is the relation of 
housing to family life? Pages 24-26. Note 
the relation of sex morality to successful 
family life, pages 27, 28. What is the "real 
reason" for a Christianized family life? 

Chapter III 

Try to answer the questions raised in the 
text. Why must the community protect 
the family? Notice the references to chil- 
dren of many lands. What is the first duty 
of the community? Page 40. What is the 
relation of family life and hence of child 
life to economic conditions? Page 41. 
What is the test of the efficiency of our 
modern Christianity? Page 42. Note the 
discussion of childhood and play. Pages 
43 and 44. What is "the path that leads to 
the kingdom of God"? Page 45. 

Chapter IV 

What does the Christian ideal propose? 
Page 53- How is the ideal hindered? 
Pages 53-55. Note the discussion on edu- 
cation. Pages 55-57. The religious nature 
of education. Pages 57, 58. What contri- 
172 



CHRISTIANIZING COMMUNITY 



bution has Christianity made to education 
in missionary countries? Pages 58, 59. 

Chapter V 

What groups of the "weak" are here 
considered? Note the discussion of pov- 
erty in India ; in the United States. Is it 
necessary? Pages 68-70. Note the discus- 
sion of disease on pages 70-72 and of crime 
on pages 72-74. What bearing has this 
on the interpretation of religion as purely 
personal ? 

Chapter VI 

Against what must the worker be pro- 
tected? Note the discussion of labor con- 
ditions in different parts of the world. 
Pages 83-85. What are the risks and 
other burdens of the worker? Pages 85- 
88. What is the great ideal? 

Chapter VII 

What do you understand by industrial 
democracy? What does the worker want 
in addition to more in his pay envelope? 
Pages 97, 98. What is needed in the world 
of work? Pages 98-100. Note the discus- 
sion on organized labor. Pages 100-102. 
Note the discussion on ownership. Pages 
102-104. By what standard must the Chris- 
tian measure proposed social changes? 
Note the call for a change of motive. Pages 
104, 105. 

Chapter VIII 

What is "the task now before us"? Page 
114. Is there equal justice in America? 

1/3 



DIRECTIONS AND HELPS 



Pages 114-117. What is the attitude of the 
press? Page 118. What is the task sug- 
gested on page 119? 

Chapter IX 

What impressions of government in the 
United States do you get from pages 127- 
131 ? What is the Christian ideal for com- 
munity life? Is it being realized? Pages 
131-132. 

Chapter X 

What are the common enemies? Note 
the illustrations on pages 140, 141. Note 
how evil is organized. Pages 142, 143. 
What is the motive in these organized ac- 
tivities? Pages 143-146. 

Chapter XI 

Is the church not already Christian? 
What is a "social test of the churches'' ? 
Pages 156, 157. What has been the rela- 
tion of the church to community enter- 
prise? Pages 157, 158. What does the 
social program of Jesus call for? Pages 

158, 159. What obligation rests on the 
church as the owner of property? Pages 

159, 160. What is "the ultimate issue for 
the church"? Pages 160, 161. 

Chapter XII 

What is the Commonwealth of God? 
Can humanity make a ne\y world? Pages 
171-173. Consider this: "The Christian 
commonwealth is not provincial/' page 173. 
Read carefully Sections III and IV and try 
to summarize them. 



174 



To be read. 



FRIENDLY VISITING AMONG THE 
POOR 

MARY E. RICHMOND 

This little book has long been considered 
a classic in the field of charity. Miss 
Richmond is among the older and better 
known of our social workers. She has been 
successively general secretary of the Char- 
ity Organization Society of Baltimore, gen- 
eral secretary of the Philadelphia Society 
for Organizing Charity and director of the 
Charity Organization Department of the 
Russell Sage Foundation. She is the au- 
thor of a helpful little book, The Good 
Neighbor, and of a larger standard study, 
Social Diagnosis. 

Chapter I 

What are the "three tolerably well- 
defined phases of charitable progress"? 
What are the two extreme views of the 
causes of poverty? Is either alone true? 
Into what two classes may both the rich 
and the poor be divided? What are the 
necessary qualifications for social work? 

Chapter II 

Why has the breadwinner often been 
neglected by the social worker? What 
other people have in the meantime shown 
an interest in him? Why? What should 
the friendly visitor do about the poor man's 
neighbor? Why? What should be her 



175 



DIRECTIONS AND HELPS 



attitude toward industrial conditions ? 
Toward trade unions? How can unskilled 
or inefficient workers often be fitted back 
into industry? Notice the illustrations on 
finding work for the unemployed. What 
cautions does the author give ? 

Chapter III 

Notice the many helpful agencies that 
may have touched the poor family. What, 
then, is left for the friendly visitor to do? 
What are the " fundamental elements" of 
home life? Note the descriptions of the 
various types of man whom the charity 
worker encounters. What is the author's 
opinion regarding withholding relief from 
the "married vagabond"? Regarding 
separation of families? Regarding the 
question of intemperance? How should 
the friendly visitor deal with the man who 
drinks ? 

Chapter IV 

Why is it unsatisfactory to analyze the 
family into breadwinner, homekeeper, etc? 
Why is it necessary?- What is the respon- 
sibility of the homemaker? What is the 
relation of the friendly visitor to her? 
What are some of the difficulties? What 
can the visitor give her in addition to 
advice? Under what circumstances should 
the visitor encourage the wife to become a 
breadwinner? Note the discussion of 
mothers' meetings. 

Chapter V 

What are the various attitudes of visitors 
176 



FRIEXDLY VISITING 



in the homes of the poor toward the chil- 
dren? What is the importance and what 
the danger of the social worker's tendency 
to concentrate attention on the children? 
Note the various ways in which the visitor 
may contribute to the well-being of the chil- 
dren. Note the provision made by society 
for the care of dependent children. Note 
the variety of laws dealing with children. 
What should be the visitor's aim? How 
best can she fulfill it? 

Chapter VI 

What is the relation of health to the 
work of the visitor? Why must she be con- 
cerned with it in spite of the efforts of 
other charitable agencies? Note some of 
the details of housing and living condi- 
tions with which she must concern her- 
self. Note the comment on the oft-re- 
peated statement that soap and water are 
cheap. What can the visitor do about 
sickness among her families ? Note the dis- 
cussion on the migration of invalids. 

Chapter VII 

Note the discussion of the relation of 
thrift to the decrease of wages. Notice 
how the author classifies, roughly, the poor. 
How should the visitor deal with each 
class? What are some social measures in 
behalf of those who need to borrow? How 
may the visitor promote saving? 

Chapter VIII 

Is it to be regretted that the poor want 
things that they do not have? How may 
177 



DIRECTIONS AND HELPS 



the friendly visitor minister to the need of 
recreation? Notice the discussion of edu- 
cation. Notice especially the comparison 
between supplying the poor with the neces- 
saries of life and supplying them with those 
things which elevate and refine. Which 
presents the most problems? 

Chapter IX 

If relief is necessary, how shall it be 
given? What should be the visitor's rela- 
tion to it? What are the principles of re- 
lief here given? Note the discussion of 
each. 

Chapter X 

What is often the relation of the poor to 
the church and of the church to the poor? 
Notice the author's tribute to the church. 
Notice her comments on the training of 
ministers. 

Chapter XI 

What is a friendly visitor? What are 
the rewards of such work? Notice the 
principles that should govern friendly 
visiting. 



i 7 8 



For study. 



THEOLOGY OF A MODERN METH- 
ODIST 

RAYMOND HUSE 

The Author 

The author, the Reverend Raymond 
Huse, is a pastor and approaches theologi- 
cal problems from a pastor's point of view, 
as this book very well illustrates. He is 
also a lecturer on patriotic and literary sub- 
jects. 

Point of View of the Book 

1. Theology is approached from a prac- 
tical and not a philosophical point of view. 

2. Thought is developed in conversation 
and is therefore not scientifically stated. 

3. The personnel of the group includes 
that of a professor who is supposed to 
state the arguments somewhat theo- 
logically, and whose point of view always 
prevails. 

The Trinity 

An absolute God expressing righteous- 
ness and love must do so in personal, so- 
cial relationship. 

A Father and a Son at the heart of the 
universe, each doing right by the other and 
loving each the other, are one by the power 
of love, the great unifier. The Trinity is 

i/9 



DIRECTIONS AND HELPS 



to be experienced rather than the doctrine 
explained. 

The Fatherhood of God 

The doctrine is a democratic one — God 
the everlasting Father, full of fatherliness 
and , motherliness. ''He is everybody's 
Father" and therefore loving and just to 
each one. This relation, like a human rela- 
tion, is vital only when spiritualized. "No 
man can rightly claim to be the son of God 
unless he has the filial spirit and performs 
the duties and meets the obligations of son- 
ship." 

The Atonement 

Selfish human nature is the loser in the 
fight for righteousness. "The purpose of 
Calvary is not to balance the accounts with 
justice, but to secure the moral transforma- 
tion of us wayward children of the ever- 
lasting Father." Chastening of the indi- 
vidual leads to the knowledge of* the ma- 
jesty of obedience and real hatred of the 
sin that caused the suffering. Vicarious 
suffering is the world's experience in every 
effort to make the world better. So God 
takes to himself all possible pain to save his 
children's suffering. Fellowship with him 
secures to the children of God some of the 
spiritual benefits of the burdens and the 
bruises of sin and pain. Absolute justice 
which has never been paid leaves a place 
for forgiveness. 

The Holy Spirit 
The doctrine of the Holy Spirit grew up 
180 



THEOLOGY OF A METHODIST 



because Christians experienced the Holy 
Spirit. The Holy Spirit does not reveal 
himself but Jesus Christ, and so the Chris- 
tian knows little of the person of the Holy 
Spirit. The Holy Spirit is the divine 
motherhood in the world. 

The Bible 

The inspiration of the Scriptures rests 
upon "what they do for folks in making 
them righteous and furnishing them for 
good works." The Divine Spirit is con- 
stantly inspiring men. The Bible differs 
from other inspired writings in the unique 
fullness of inspiration of its writers and 
also in the peculiar purposefulness of its 
writings. They have revealed "the heart 
of God, his salvation and his kingdom." 
"On matters of the Christian revelation of 
life and duty and destiny . . . the 
teachings of the Scripture, when properly 
understood, are an infallible authority." 

Conversion 

"The important thing is not the turning 
but the quality of the life of the soul." The 
possessing of the characteristics of the life 
of the Spirit, and not the method of ob- 
taining, is the essential of conversion. An 
intensely moral faith is the condition of 
securing this life. Here prayer and deter- 
mination play their part. 

Entire Sanctification 

"Entire sanctification is such a constant 
fellowship with Christ as to have daily vic- 

181 



DIRECTIONS AND HELPS 



tory over all the selfish tendencies of hu- 
man nature." "The important thing is not 
how the vision, the prayer, the answer 
come, but whether now the love and the 
presence of the vicarious Christ so stay 
with a body as to constantly shame out his 
selfishness." This is the work of the Holy 
Spirit who constantly reminds us of Christ. 
Prayerful, trustful, obedient eagerness will 
surely bring the desired reward. 

Prayer 

The ground of Jesus' doctrine of prayer 
was the Fatherhood of God. "He knows 
the development of our character as sons 
of God is more important than the im- 
mediate granting of our requests." Fel- 
lowship, which is the essential of prayer, is 
necessary for men and greatly desired by 
God. 

Expressing a thought makes it a part of 
oneself so the goal of prayer is made a 
part of the individual. Then prayer ac- 
quaints one with God and the moral and 
spiritual reaction of such an acquaintance- 
ship puts one's soul into the right condi- 
tion for receiving an answer. 

In regard to intercessory prayer there is 
a possible suggestion in telepathy. Then a 
truly praying man may generate a social 
and moral power that God may use. As a 
part of the life of others prayer changes 
that life. 

Hell 

The student must put herself as far as 
182 



THEOLOGY OF A METHODIST 



possible in the land and the time when 
Jesus spoke, to find out what his word pic- 
tures meant to the people at that time. 

Two words are translated "hell" in the 
Authorized Version of the New Testa- 
ment : 

1. "Hades," meaning the spirit world 
and not implying the thought of torment. 

2. "Gehenna," the name of the place for 
the dumping of the garbage or refuse of 
Jerusalem. "Fires were kept burning to 
keep conditions at all sanitary. No doubt 
this place was used in the time of Jesus as 
a type of moral ruin. Whether it was or 
not, Jesus so uses it — and the summary of 
his teaching is this: Don't live such a life 
that your final end will be in the moral 
refuse heap of the universe." 

Heaven 

If God is our heavenly Father and we 
are his children, the very longing for the 
life immortal is a fairly safe guarantee of 
its certainty. Science may give us intima- 
tions of immortality and some of the inti- 
mations are rather faint. Immortality is 
not proven on the basis of mathematical 
certainty but on the basis of that higher 
certainty of experience — if we are sure of 
God and Christ we are sure of heaven. 
And we are sure of them in the same way 
we are of any other friends with whom 
we have daily experience. This certainty 
is dependent upon a religious experience — 
we need to find our Father before we find 
our home. 



183 



DIRECTIONS AND HELPS 



Assignment of Work 

Write a paper of 600 to 1,000 words, 
setting forth the doctrine of the Father- 
hood of God, and show its relation to each 
of the other nine doctrines discussed in 
this book. 



184 



To be read. 



THE MAIN POINTS 
CHARLES R. BROWN 

The Author 

Dr. Brown, experienced in pastoral work 
in the Congregational Church, is dean of 
the Divinity School of Yale University. He 
is a well-known lecturer and the author of 
books on the application of religion to mod- 
ern life. The Social Message of the Mod- 
ern Pulpit, The Modern Mans Religion, 
The Latent Energies in Life, The Quest of 
Life are his best-known books. Dr. Brown 
was the Moderator of the National Council 
of Congregational Churches in 1913-1915. 

The Point of View of the Book 

While the book is theological and makes 
its approach from the standpoint of a stu- 
dent of theology, yet it is "for the thought- 
ful layman rather than for the technical 
scholar." Although traditional phrases of 
Christianity are used in part, the author 
attempts to restate the doctrines of the 
Christian Church in terms of life. 

The point of approach is wholly differ- 
ent from that of The Theology of a Mod- 
ern Methodist. Dr. Brown starts with the 
divinity of Jesus Christ, rather than the dis- 
cussion of the Trinity, as the Rev. Ray- 
mond Huse has done. It is well, however, 
to read these two books together. 

185 



DIRECTIONS AND HELPS 



Chapter I. The Divinity of Jesus Christ 
Note: 

1. The emphasis in religious experience 
given to the doctrine of the divinity of 
Jesus Christ as fundamental and essential. 
"The main approach to the heart of our 
religion is through the person of Christ." 

2. The statement of the historic fact that 
Jesus himself asked "his followers to de- 
fine their estimate of him," himself raising 
the question of his divinity. 

3. The author's statement of the various 
grounds of Christian belief in the divinity 
of Jesus. 

(1) The portrait of Christ given in the 
New Testament as divine. 

(a) The linking of his nanie with that 
of God the Father. 

(b) The divine place assigned in the 
formulas for baptism and apostolic bene- 
diction, etc. 

(c) His essential part in the program of 
redemption. 

(2) The testimony of Jesus himself. 

(a) That he is divine. 

(b) That he has moral perfection. 

(c) That he is personally related to the 
work of human redemption. 

(d) That he is the universal judge. 

(e) That he is exalted so that he may 
invite men to himself. 

(/) That he is uniquely associated with 
God. 

(g) That he has been given all power. 

(3) The history of the Christian Church. 

186 



THE MAIN POINTS 



(a) "The contrast between the varying 
spiritual results of proclaiming the higher 
and the lower views of Christ's person. " 

(b) The imperative need for the power 
of godliness in human experience. 

(c) The imperative necessity to Chris- 
tianity of faith in the Prototype of hu- 
manity. 

(d) The "essential kinship between the 
human and the divine." 

4. It is easier to accept the mysteries of 
the divinity of Jesus Christ than to get 
order out of the intellectual chaos that the 
rejection of that belief would produce. 

5. The accepting of the doctrine has a 
bearing upon the needs of common life. 
"We are coming into personal relations 
with the total helpfulness of One who does 
sustain cosmic and eternal relations to hu- 
man need." u He is able to mediate unto 
us 'the power of God unto salvation/ " 

6. The sum total of the author's argu- 
ment is the pragmatic one. "The larger 
faith, the higher appraisement of his per- 
son, fills the soul with moral energy, with 
fresh hope for the race, with magnificent 
confidence that the kingdom of God can be 
established on earth through the Eternal 
Headship of Jesus Christ !" 

Chapter II. The Atonement 
Note: 

1. The author calls attention to the un- 
real and artificial conceptions of the atone- 
ment based upon adapted symbolic phrase- 
ology. 

187 



DIRECTIONS AND HELPS 



2. The three main historic theories of 
the atonement: 

(a) The satisfaction theory based upon 
the analogy of the civil law. 

(b) The governmental theory based 
upon the analogy of the criminal law. 

(c) The moral influence theory based 
upon the compelling power of the revela- 
tion of God through Jesus Christ. 

3. The author's rejection of the three 
theories as inadequate. 

(a) The distinction drawn between the 
fact of the atonement and the human 
theories about the fact. 

(b) Reconciliation is not of God to us 
but of us to God and God was in Christ 
thus reconciling the world. 

(c) "It is our union with the holy life of 
Jesus, offered and poured out for the 
world's redemption, which restores us tp< 
the favor and the likeness of God." Thus 
redemption is essentially vicarious. 

Chapter III. The Work of the Holy Spirit 
Note: 

1. That the doctrine of the Trinity 
viewed from practical experience makes the 
work of the Holy Spirit vital. 

2. The doctrine of the Trinity inter- 
preted heretically as tritheism and as 
Sabellianism. 

3. The development in the early church 
of a new and vivid experience of the per- 
son of the Divine Spirit. "The 'Holy 
Ghost' is the scriptural name for the pres- 

188 



THE MAIN POINTS 



ence of the Divine Spirit in that body of 
people, who, believing on Christ, are seek- 
ing to follow him into the richer experi- 
ences of the Christian life." 

4. "The vindication of our belief in the 
Holy Spirit comes by a deepening Chris- 
tian experience." 

Chapter IV. The Authority of the Bible 
Note: 

1. The accurate distinction between the 
ultra-conservative position and the critical 
position. 

2. The positive service which modern 
scholarship has rendered the Bible : 

(a) "It has closed the debate upon cer- 
tain vexed questions by relieving once for 
all the inadequate moralities and precepts 
of an earlier day from the impossible task 
of doing duty as permanent standards." 

(b) "It has served to correlate Bible 
study with all other study by its frank ac- 
ceptance of the principle of growth." 

(c) "It has added immeasurably to the 
human interest of the book by bringing out 
more clearly the fact that the Bible was 
slowly wrought into the experiences of real 
men as they too faced duty, grappled with 
temptation, knew the guilt of wrong-doing, 
and, through divine help, entered into the 
joy of spiritual deliverance." 

(d) "By its more accurate' appraisement 
of the original documents it has increased 
that sense of perspective which aids us in 
offering to the world with scriptural sanc- 
tion those moral and religious judgments 

189 



DIRECTIONS AND HELPS 



which the best reason and the best con- 
science of the age approve." 

3. Facts deny certain claims made for 
the Bible: 

(a) 'Tt is in every part the infallible 
word of God." 

(b) "The message itself represents in- 
fallibly the mind of God." 

(c) The present translations could not 
possibly be infallible. 

(d) The church did not claim infal- 
libility for the Scriptures until the fourth 
century and it has been disputed through 
all the history of the church. 

4. "The Bible is the record of the pro- 
gressive revelation which God has made 
of himself through the religious experi- 
ences of a chosen people." 

5. The above definition asserts: 

(a) The Scriptures contain a veritable 
revelation from God. It is authoritative "in 
that any man may find there such light 
and guidance as will enable him intelli- 
gently to worship, as will put him in the 
way of receiving unutterable help, as will 
enable him to shape his conduct in glad con- 
formity with the will of God." 

(b) It does not standardize moral im- 
perfections of a lower level than the mind 
of Jesus Christ. 

6. "The Bible is vindicated by human 
experience." "The Bible has established 
itself in human confidence by its faithful 
guidance, bringing men moral peace and 
spiritual renewal ; and as rational beings 

190 



THE MAIN POINTS 



they trust it even when it speaks of matters 
which lie at present beyond their ken/' 

Chapter V . The Utility of Prayer 
Note: 

1. The author's definition of prayer — 
"prayer is the act of a child entering into 
companionship with his Father/' 

2. One's attitude towards prayer is to be 
determined 

(a) From the natural implications of 
one's belief in God — as a beneficent 
Father. 

(fo) From the definite promises of 
Scripture. 

(c) From the example of Jesus. 

(d) From the long lines of human ex- 
perience as the persistent, incurable habit 
of the race. 

3. Prayer will bear the test of the two 
outstanding objections: 

(a) Scientific. 

(b) Philosophical. 

4. Two important considerations about 
prayer : 

(a) That its chief object is not to get 
something. 

(b) That it is not a mere intellectual 
exercise or an effort of the will — "prayer 
must be ethical" and "can only be effectively 
offered by those who are bringing their 
lives by personal consecration into right re- 
lations with the King of the kingdom." 

191 



DIRECTIONS AND HELPS 



Chapter VI. Conversion 
Note: 

1. There is a variety of conversion expe- 
riences equally vital. "The total change of 
purpose and direction in the life of the man 
is conversion." 

2. The Bible illustrations of those who 
turned around and faced toward that for 
which Jesus Christ stood. This is having 
the new birth. 

3. "Conversion" is the human act of 
turning to God and "regeneration" is a 
theological term employed to indicate the 
fact that God gives new life to all who turn 
to him in faith. 

4. "Ideally and intentionally all men are 
children of God." "Sonship is born of 
moral experience." 

5. It is the duty of every man to live the 
filial life. The character of the experience 
by which this new Godlike life is initiated 
is dependent upon temperament. 

6. The program of the training of child- 
hood in becoming like God through Jesus 
Christ is dictated by these vital facts. 

Chapter VII. Salvation by Faith 
Note: 

1. "Salvation is the renewal and develop- 
ment of the moral life, the acceptance and 
cultivation of a filial relation to God." Reli- 
gious faith is "a condition of open recep- 
tivity toward the mercy God waits to be- 
stow upon all who will accept it at his 
hands." Therefore the gospel of salvation 
includes faith, works, and love. 

192 



THE MAIN POINTS 



2. The constituent elements of salvation 
are : 

(a) "Forgiveness for past sins." 

(b) "Recognition as members of the 
Divine family." 

(c) "Help in walking as children of the 
Father." 

These essentials "are never bought from a 
priest nor purchased through ceremony, 
nor earned by penances; they must be 
freely accepted as the gift of God." 

3. History reveals the preaching of such 
a gospel as the essential for every great 
revival of religion. 

4. Christian faith is a constant and a de- 
veloping moral attitude toward God. 

5. Salvation by faith is a gift of new life 
offered by Christ, to be accepted freely. 
This brings renewed character and the tak- 
ing "of one's place in the family of God." 

Chapter VIII. The Christian Church 
Note: 

1. The reasons the author assigns for the 
hearty support of the Christian Church: 

(a) Jesus utilized the opportunities 
organized religion offered. 

(£?) The church is the only place where 
Jesus Christ's command to disciple all na- 
tions, etc., is taken seriously. 

(c) Jesus announced his purpose to 
build a church. 

(d) The church is the body of Christ — 
an earthly place for the spirit of Christ. 

(e) It serves to keep alive the sense of 
God in the world. 



193 



DIRECTIONS AND HELPS 



(/) It stimulates the sense of devotion 
and of obligation to do God's will in all the 
relations of common life. 

(g) It is the organized Christianity of 
the community, counted upon by society to 
champion every thoroughly ethical ques- 
tion. 

(h) It is a school of Christian character. 

(i) It meets the necessities of the people. 
Without such an organization the religion 
of Jesus could not exert its wholesome 
sway over the hearts of men. 

2. The plea for greater Christian unity. 
On the fundamentals of one Lord, one 
faith, and one baptism Christians are one. 
A growing passion for righteousness 
should overshadow doctrinal differences. 

3. The shortcomings of the church can- 
not deprive its members of the sense of 

(a) "Sharing in a great corporate life." 

(b) Being a part of an institution which 
"is more openly pledged to the highest 
spiritual ideals and more steadily engaged 
in urging them upon the people than any 
• other institution on earth." 

(c) Being a part of an organization that 
ta spcializes that all but universal aspiration 
of the human to relate itself consciously to 
the Unseen." 

Chapter IX. The Hope of Immortality 

Note: " • ■ 

1. The profoundly vital question, If a 
man die shall he live again ?• because the 
answer influences the making of plans, the 
194 



THE MAIN POINTS 



determining of principles of action, the 
cherishing of the heart with motives. 

2. "The grounds upon which thoughtful 
men base their hope of immortality/' Per- 
sonal immortality is not demonstrable; the 
belief rests on faith in certain considera- 
tions. Likewise there is no proof of the 
negative position. 

(1) The psychological argument: the all 
but universal instinct for immortality. 

(a) The development of the longing for 
immortality', its persistence and increased 
force. 

(b) The appeal of immortality to the 
human mind at its best. 

(c) The developing longing produces, 
preserves, and clarifies the conviction of 
immortality. 

(2) The analogical argument: argument 
from "indestructibility of matter" and 
"conservation of energy/' 

(3) The "moral considerations" argu- 
ment: to deny it is to say that the deepest 
intimations of conscience are false and that 
the highest moral success in history has 
been made possible by the cherishing of de- 
lusion. 

(4) The theological argument: a future 
life necessary to justify the conditions of 
the present moral and physical universe. 
"Our faith in immortality springs from 
our faith in the moral integrity of God." 

(5) The serene faith of Jesus Christ in 
immortality. 

(Note especially the summary of the 
four arguments as given on page 188.) 

195 



DIRECTIONS AND HELPS 



3. The two main impediments in the \vay 
of the hope of immortality. 

(a) The impossibility of the human 
mind to grasp the fact of the survival of 
life in the presence of physical dissolution. 
But at any crucial point in the unfolding 
creation changes as extraordinary are to 
be noted. Note especially William James' 
distinction between the productive and 
transmissive functions of the brain and 
its relationship to the immortality of the 
spirit. 

(b) The almost unthinkableness of the 
immortality of the countless hordes from 
primitive man to the present. Conditional 
immortality or annihilation of the unre- 
generate would relieve the problem, but the 
kinship of moral struggle and the inner 
significance of every life make the im- 
mortality of all seem rational. 

4. "Faith in immortality is a spiritual 
achievement rather than the result of 
logic." Jesus' spirit of love and faith 
toward God, the background of his calm 
attitude toward immortality, and his faith 
in the essential worth of human life present 
him as the supreme leader of humanity in 
the belief in immortality. 

Chapter X. The Final Judgment 
Note: 

1. The "three main views embodying the 
conclusions to which reflecting men have 
come, touching the final result of the moral 
processes which we see at work." 

(a) The separating of men into two 
196 



THE MAIN POINTS 



classes, with an infinite gulf between. Note 
the objections discussed by the author. 

(&) Universalism. But- salvation de- 
pends upon human choice and therefore 
ultimate salvation of all cannot be af- 
firmed. 

(c) Conditional immortality or the anni- 
hilation of the unregenerate — "the doc- 
trine of the survival of the fittest carried 
into the moral world. ,, "It offers eternal 
life as a privilege to be gained by those who 
make the adequate effort." It is a dogmatic 
theory and unjust to those relegated to ex- 
tinction. 

(d) Moral judgment and retribution 
essential in a moral world. Its program has 
not been revealed to men. Dogmatic 
assumption is an offense to thinking men. 
The deep sense of the seriousness of living 
and of personal accountability to a moral 
judge is compatible with the knowledge of 
the moral universe that we have. 

2. Three great confidences are based 
upon the character of God as seeking to 
save men. 

(a) "Every human being will have the 
fullest opportunity to attain the object of 
his creation which the Almighty, who de- 
sires that end above all things, can give 
him." 

(b) "Every human being will receive 
from the providential ordering of circum- 
stances, from the revelation God has made 
and will make of himself, and from the 
direct persuasions of the Spirit, all the im- 
pelling influence to turn him to holiness that 

197 



DIRECTIONS AND HELPS 



his nature can bear and still remain free 
to choose." 

(c) "No human being will be given over 
to perish or to suffer endless loss so long 
as God can see any possibility of his salva- 
tion." 

Chapter XL The Use of a Creed 
Note: 

1. The meaning of the word "creed" and 
that every one who has mind sufficient to 
believe must and does have a creed. "The 
moment the mind moves out beyond the 
things of sense or the exact demonstration 
of mathematics or the inevitable conclu- 
sions of formal logic, it begins to cherish 
convictions of some sort, positive or nega- 
tive, inspiring or depressing. The convic- 
tions cherished make up its creeds." 

2. A creed should express not individual 
vagaries but 

(a) "Beliefs grounded in reason that 
match the system of things as we find them 
and produce strength and peace and joy." 

(b) Those that lead to moral results. 

(c) Those that are the most inspiring 
and helpful that a rational man may accept, 
leading to the largest spiritual fruitage. 

3. The statement of the creed which the 
author calls "The Main Points." This 
creed may not coerce the mind by proof 
and demonstration, but meets the need of 
the yearning heart, the aspiring mind, and 
undiscouraged will and becomes food for 
the inner life. 

4. The author's final statement of faith. 

198 



THE MAIN POINTS 



"A Christian faith grounded in reason, 
vitalized by spiritual experience, and made 
practical by being related at every point to 
ordinary duty, is the choicest, dearest 
possession anyone can have for the life 
that now is ; and it furnishes the only satis- 
fying preparation for the life which is to 
come." 



199 



ft 



